Transformational obstacles in special education.
Practitioners in the field of special education who embrace an alternative paradigm for understanding and educating students with learning problems often face the challenge of 'job role dissonance' in the daily execution of their responsibilities. Such dissonance arises when their attempt to shift p...
| Publicado en: | Journal of Learning Disabilities Vol. 28; no. 7; pp. 399 - 408 |
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| Autores principales: | , |
| Formato: | case study Journal Article |
| Publicado: |
Sage Publications Inc.
Aug/Sep1995
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107424381&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107424381 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00222194 LED jtl: Journal of Learning Disabilities issn: 00222194 maglogo: Y pubinfo: dt: Aug/Sep1995 vid: 28 iid: 7 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 107424381 1995029645 10.1177/002221949502800703 NLM7673786 107424381 ppf: 399 ppct: 9 formats: tig: atl: Transformational obstacles in special education. aug: au: Wiest DJ Kreil DA affil: Department of Advanced Studies, Educational Counseling, California State University, 5500 University Pkwy, San Bernardino, CA 92407 sug: subj: Education, Special Teachers Psychosocial Factors Cognitive Dissonance Child Male Female Paradigms Diaries Parents Education, Special Legislation and Jurisprudence Child: 6-12 years Male Female ab: Practitioners in the field of special education who embrace an alternative paradigm for understanding and educating students with learning problems often face the challenge of 'job role dissonance' in the daily execution of their responsibilities. Such dissonance arises when their attempt to shift paradigms or simply restructure current practice is impeded by institutional obstacles. From an experiential perspective, the authors examine these obstacles and how they have affected the reframing of the field of learning disabilities. Specifically, they identify legal mandates, the systemic nature of schools, parents' belief systems, and time limitations of staff as impediments to a more healthy and viable service delivery to children. Finally, dissonance is proffered as a normal component of a true restructuring movement. pubtype: Academic Journal doctype: case study Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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