ERG SES C 05, Parallel Session C 05
The proposal aims at giving an insight into which societal and cultural aspects shape and influence educational barriers and facilitators of school aged children (approximately 8 – 12 years) with disabilities in greater Bangkok.
As part of an international research project (comparing findings in the urban centres/capitals of Austria, Ethiopia and Thailand) that is funded through the Austrian Science Fund (Project number P22178, Project website: http://classifications-of-disabilities.univie.ac.at/), the doctoral thesis presented aims at collecting and analyzing data on the educational situation of children with disabilities in Thailand’s capital. The project was started in February 2010, is intended to last until January 2013 and involves researchers from 3 different continents.
Bangkok is a city in the process of constant (economic as well as structural) change and transition. Endless numbers of skyscrapers, gigantic shopping malls, construction-sites and cars seem to coexist next to highly valued and preserved traditions in terms of e. g. hierarchic and religious structures (Taylor 2003). The proposal aims at giving an insight into what might influence education and the level of activity and participation at school of children with disabilities in such a seemingly contradictory context.
Based on a Grounded Theory Approach (Bryant/ Charmaz et al. 2007) data is being conducted in the course of two field researches (November to January 2010/11 and November to January 2011/12) in cooperation with a team of researchers from Srinakharinwirot University in Bangkok. Together we established contact with several schools and organizations teaching our sample of children with physical, visual, hearing and intellectual impairment. This choice is based on the OECD’s definition of category A, disability due to somatic cause (OECD 2005). The framework for the design of tools used for data collection during the first field research is mainly derived from the ICF–CY’s (International Classification of Functioning, Disability and Health, Children and Youth Version; WHO 2007) chapter on Environmental Factors (Chapireau 2005). Through interviewing parents, teachers, experts and the students themselves the researchers focus on gaining insight into supportive as well as obstructing factors within educational systems in Thailand (Carter 2006). E.g. In how far and to what extent do conditions during the rainy season influence school attendance of children with disabilities?
Questions regarding cultural and societal influences such as attitudes towards disability as well as interactions between and sources of these factors are to be explored and analyzed (Cheausuwantavee/ Nookaew/ Cheausuwantavee 2010). Further outlines for the research’s design are derived from the examination of e. g. Nieke’s (2008) definition of culture, Sen’s (2009) Capability Approach as well as topical political developments such as the discourse on the UN’s Convention on the Rights of Persons with Disability.
Bryant, A./ Charmaz, K. (Eds.) (2007): The Sage Handbook of Grounded Theory. London et al.: Sage Carter, S. L. (2006): The Development of Special Education Services in Thailand. In: International Journal of Special Education, Vol. 21 (2), 32 – 36 Chapireau, F. (2005): The Environment in the International Classification of Functioning, Disability and Health. In: Journal of Applied Research in Intellectual Disabilities, Vol. 18, 305-311 Cheausuwantavee, T./ Nookaew, S./ Cheausuwantavee, C. (2010): Research on Disability in Thailand: Meta-Analysis and Qualitative Analysis. In: The International Journal of Interdisciplinary Social Sciences. Vol. 5 (1), 2010, 311-321 Florian, L./ McLaughlin, M.J. (Eds.) (2008): Disability Classification in Education. Issues and Perspectives. Thousand Oaks et al.: Sage Nieke, W. (2008): Interkulturelle Erziehung und Bildung. Wertorientierungen im Alltag. Wiesbaden: VS Verlag für Sozialwissenschaften Norwich, B. (2007): Categories of Special Educational Needs. In: Florian, L. (Ed.): The Sage Handbook of Special Education. London et al.: Sage, 55-66 OECD/ Centre for Educational Research and Innovation (Ed.) (2005): Students with Disabilities, Learning Difficulties and Disadvantages. Paris: OECD Publishing Riddell, S./ Watson N. (2003): Disability, Culture and Identity. Essex: Pearson Education Schmidtke, H.-P. (2008): Kulturen der Behinderung - Lebenssituationen und Lebensqualitäten im (interkulturellen) Vergleich. In: Biewer, G./ Luciak, M. and Schwinge, M.: Begegnung und Differenz: Menschern - Länder – Kulturen. Beiträge zur Heil- und Sonderpädagogik. Bad Heilbrunn: Klinkhardt, 196-204 Sen, A. (2009): Inequality Reexamined. New York: Oxford University Press Taylor, J. (2003): Cyber-Buddhism and Changing Urban Space in Thailand. In: space & culture, Vol. 6 (3), 292-308 Üstün, T.B./ Chatterji, S./ Bickenbach, J.E./ Trotter, R.T./ Room, R./ Rehm, J./ Saxena, S. (Ed.) (2001): Disability and Culture. Universalism and Culture. ICIDH-2 Series. Published on behalf of the World Health Organisation. Seattle: Hofgrefe & Huber World Health Organization (WHO) (2007): International Classification of Functioning, Disability and Health. Children & Youth Version. Geneva: World Health Organisation
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