Developing a Unifying Language for Inclusive Education

Author(s):

Judith Hollenweger(presenting / submitting)

Conference:

ECER 2012

Network:

04. Inclusive Education

Format:

Paper

Session Information

04 SES 02 B, Discussing Concepts I

Parallel Paper Session

Time:

2012-09-18

15:15-16:45

Room:

FFL - Aula 17

Chair:

Julie Allan

Contribution

Today's numerous terminologies and theories related to teaching and learning of vulnerable children are often incompatible and therefore cause confusions and contradictions when applied in everyday classroom practices. Theories rooted in economy (e.g. capability approach), in political theories (e.g. concept of social justice), in health (e.g. bio-psycho-social model of disability) or in sociology (e.g. to explain disadvantage) are mixed together, thereby creating indigestible concoctions served to teachers by teacher educators, policy makers and researchers - without much further thought or considerations.

This paper will explore how different conceptual worlds clash in trying to explain processes of exclusion and how teachers are left alone to overcome conceptual fragmentation – sometimes with detrimental consequences to vulnerable children. These explorations are based on the premise that there is much work left to help integrate differing concepts and thus enable the creation of actionable knowledge – rather than being content with teachers using professional jargons.

Method

As part of the ontological work around the development and updating process of the International Classification of Functioning, Disability and Health (ICF), a methodology to map different "conceptual worlds" as represented in professional expertise, develop cross-walks between different representations of the same (or similar) information, as well as linking data (e.g. data collected through observation, test results, self-reported data, data provided by proxies) was developed. This methodological approach will be presented and explored by applying it on concepts such as “capability approach” and “social justice”.

Expected Outcomes

Starting with the concept of "participation", a methodology will be presented that allows to understand incompatibilities and gaps between the conceptual worlds existing around terms such as "competencies", "disabilities", "relationships" and "development". The International Classification of Functioning, Disability and Health (ICF) has provided a map for the territory of “health” and thereby shed light onto one corner of the conceptual worlds used in inclusive education. It should be understood as an invitation to ask questions as to its coverage and its compatibility with other dimensions of our thinking. It is hoped that ways to develop synergies can be shown and discussions initiated around possible ways forward – with the goal to become more aware and attentive to how our thinking creates barriers of facilitators in our effort to build inclusive education systems.

References

Bowker GC & Star SL Sorting things out. Classification and its consequences. MIT Press 1999 Fleck L. Genesis and Development of a Scientific Fact. Chicago: University of Chicago Press;1979 Hollenweger J. MHADIE’s matrix to analyse the functioning of education systems. Disab & Rehab 2010;32(S1):116-124 Landry R, Amara N, Pablos-Mendes A, Shademani R & Gold I. The knowledge-value chain: a conceptual framework for knowledge translation in health. Bulletin of the World Health Organisation 2006;84:597-602 Smart G. Mapping conceptual worlds: Using Interpretative Ethnography to Explore Knowledge-Making in a Professional Community. Journal of Business Communication 1998;35:111-127 Sowa JF Knowledge representation. Logical, philosophical and computational foundations. 2000 Pacific Grove CA Brooks/Cole Tuomi I. Data is more than knowledge: Implications of the reversed knowledge hierarchy for knowledge management and organisational memory. Journal of Management Information Systems 2000;16(3):103-117 World Health Organisation. International Classification of Functioning, Disability and Health. Geneva: WHO; 2001

Author Information

Judith Hollenweger (presenting / submitting)

Zurich University of Teacher Education

Zurich

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