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dc.contributor.authorHarrison, Keri
dc.date.accessioned2011-03-08T18:09:53Z
dc.date.available2011-03-08T18:09:53Z
dc.date.issued2011-03-08
dc.identifier.urihttp://hdl.handle.net/10464/3168
dc.description.abstractThe purpose of this study was to examine the disability discourses present in Ontario elementary schools curriculum. The study used a critical social analysis perspective to employ a textual discourse analysis on the Planning [title of subject] Programs for Students with Special Education Needs (PPSSEN) section of the curriculum. The present study utilized Parker's (1992) seven criteria for distinguishing discourses and discovered five main discourses; Independent, dependent, legal, scientific and agency discourses. The second step to this research was the placement and discussion of these five discourses on three diverse texts, Paulo Freire's (2008) Pedagogy o/ the Oppressed, Psychiatry Inside Out, Selected writings of Franco Basaglia, written by Scheper-Huges and Lovell (1987) and Aronowitz and Giroux's (1985) Education Under Siege: The Conservative, Liberal and Radical Debate over Schooling. These unique perspectives were used as methods of analysis tools to further analyze the dominate disability discourses. The texts provided textual support in three major areas; dialectics, critical education and structural conditions of power and language of traditional roles and responsibilities. The findings and discussions presented in this project contain significant implications for anyone involved with students with disabilities in any education system.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectStudents with disabilitiesen_US
dc.subjectSpecial education -- Ontarioen_US
dc.titleOntario's curriculum for individuals with disabilities : a textual analysisen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.A. Child and Youth Studiesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment ofChild and Youth Studiesen_US
dc.degree.disciplineFaculty of Social Sciencesen_US


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