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Ontario's curriculum for individuals with disabilities : a textual analysis

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Show simple item record Harrison, Keri 2011-03-08T18:09:53Z 2011-03-08T18:09:53Z 2011-03-08
dc.description.abstract The 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.iso eng en_US
dc.publisher Brock University en_US
dc.subject Students with disabilities en_US
dc.subject Special education -- Ontario en_US
dc.title Ontario's curriculum for individuals with disabilities : a textual analysis en_US
dc.type Electronic Thesis or Dissertation en_US M.A. Child and Youth Studies en_US Masters en_US
dc.contributor.department Department ofChild and Youth Studies en_US Faculty of Social Sciences en_US

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