Please check, just in case…

1. Please check, just in case…

2. APA Tip of the Day: Errors in Quotes “Direct quotations must be accurate. Except as noted here and in sections 6.07 and 6.08, the quotation must follow the wording, spelling, and interior punctuation of the original source, even if the source is incorrect” (APA, 2010, p. 172).

3. In Addition: “If any incorrect spelling, punctuation, or grammar in the source might confuse readers, insert the word sic, italicized and bracketed, immediately after the error in the quotation…. Always check the manuscript copy against the source to ensure that there are no discrepancies” (APA, 2010, p. 172).

4. Example: “Direct quotations must be accurately [sic]. Except as noted here and in sections 6.07 and 6.08, the quotation must follow the wording, spelling, and interior punctuation of the original source, even if the source is incorrect” (APA, 2010, p. 172).

5. Announcements • Reading review due now. • Send me your top three choices for your autobiography ASAP. I will chose for you if you don’t send it in. Choices are getting limited. • We need to choose the films for the film review assignment soon. Start talking with others in the class about preferences. • Language diary assignment due in two weeks. Make sure you start recording your observations right away, if you haven't done so already. Remember, you need to take notes for seven days and that includes EVERYTHING you see or heard each day. You will need multiple entries each day in order to write a strong paper.

6. Quick questions or quandaries?

7. February 13, 2014 The sociology of disability Today’s Readings: Bogdan & Knoll (1995)

8. Quick questions or quandaries?

9. Paradigm

10. Paradigm: Paradigms represent a distillation of what we think about the world (but cannot prove). Our actions in the world… cannot occur without reference to those paradigms: “As we think, so do we act.” Lincoln & Guba, 1985, p. 15

11. Paradigm: A paradigm is a world view, a general perspective, a way of breaking down the complexity of the real world. As such, paradigms are deeply embedded in the socialization of… practitioners: paradigms tell them what is important, legitimate, and reasonable. Patton, cited in Lincoln & Guba, 1985, p.15

12. Heterogeneous “Mercer’s Quadrant” Subjective Objective Homogeneous Note: This table is adapted from Mercer, J. (1992). The impact of changing paradigms of disability on mental retardation in the year 2000. In L. Rowitz (Ed.), Mental retardation in the year 2000 (pp. 15-38). New York: Spring-Verlag.

13. (constructivist) (essentialist) Subjective Objective The nature of knowledge and truth (epistemology) Note: This table is adapted from Mercer, J. (1992). The impact of changing paradigms of disability on mental retardation in the year 2000. In L. Rowitz (Ed.), Mental retardation in the year 2000 (pp. 15-38). New York: Spring-Verlag.

14. “Mercer’s Quadrant” Heterogeneous The nature of society Homogeneous Note: This table is adapted from Mercer, J. (1992). The impact of changing paradigms of disability on mental retardation in the year 2000. In L. Rowitz (Ed.), Mental retardation in the year 2000 (pp. 15-38). New York: Spring-Verlag.

15. Heterogeneous Application to scientific paradigms Critical Theory ??? Subjective Objective Interpretivism Positivism Homogeneous Note: This table is adapted from Mercer, J. (1992). The impact of changing paradigms of disability on mental retardation in the year 2000. In L. Rowitz (Ed.), Mental retardation in the year 2000 (pp. 15-38). New York: Spring-Verlag.

16. Why are paradigms important? “As we think, so do we act.” “Paradigms tell them [practitioners] what is important, legitimate, and reasonable.”

17. Paradigmatic Change "Paradigmatic change compounds the problem of inadequate cooperation among systems. As the transformation to a different paradigm of learning disabilities is initiated, rigidity between the subsystems of education is likely to intensify, due to the lack of common values and ideals held by staff members…

18. Paradigmatic Change, cont. "…Practitioners in special education who advocate a shift in thinking regarding students’ learning problems must face the inevitable pressure that erupts in the face of nonconformity and disagreement among staff to maintain the current dominant model of student learning and intervention." (Wiest & Kreil, 1996, p. 22)

19. Quick Write: Which one of the assumptions underlying our special education system do you most strongly agree or disagree with? Why or why not?

20. The Hidden Curriculum: The hidden curriculum is what is taught not by what we explicitly say, but through: • how we say it, • what we don’t say, • what we do, and • what we don’t do.

21. The hidden curriculum: “girls can’t do math” “there’s something wrong with you if you’re in special ed” “the most important contributions to history were made by White men"

22. What are we REALLY teaching our students?

23. Four Basic Assumptions Underlying Special Education (Bogdan & Kugelmass, 1984): • Disability is a condition that individuals have. • "Disabled" and 'typical" are useful and objective distinctions. • Special education is a coordinated and rationally conceived system of services that helps children identified as "disabled." • Progress in special education is made through improvements in diagnostics, intervention, and technology.

24. Small Group Activity: Compare and contrast the assumptions underlying special education (pp. 678-679) with the assumptions of an ecological orientation towards disability (pp. 689-690). Discuss the implications for special education of a move toward a more ecological foundation.

25. Julia’s underlying assumptions related to disability: • Disability is not directly caused by a condition that an individual has – disability is a social construction. • Disability is continually constructed and reconstructed (enacted) through interactions within and across contexts (e.g. family, community, cultural, political, social, institutional, and regional).

26. Julia’s underlying assumptions, cont.: • These constructions differ according to a variety of interacting social conditions (e.g. race, class, gender, age). • Differences, limitations, and needs for support are normal aspects of human life. • The way to ameliorate “disability” is through understanding and addressing the social conditions that limit an individual’s opportunities.

27. Question for the class: In what ways do Julia’s assumptions about disability differ from those underlying our special education system? How would practices be different if the assumptions changed?

28. Looking ahead… Topic: Contrasting paradigms – positivism, interpretivism, and critical theory Read: Mercer (1992) AND McLaren (1994) Note: These are VERY heavy duty readings – you will need to start on them no later than by the weekend.

29. Please take a minute for the minute paper.