Disability, Diversity and Inclusive Education in Haiti
Learning, Exclusion and Educational Relationships in the Context of Crises
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This book examines disability, diversity and schooling exclusion in Haiti in the wake of Hurricane Matthew. Defending a social and anthropological conception of disability as a consequence of any situation that makes a subject uncomfortable and unable to live or act properly, the book explores the difficulties that disabled children face within the school system and considers how social exclusion provokes and exacerbates educational exclusion. With contributions from linguists, educational sociologists, educational psychologists, educators and historians, chapters focus on a range of phenomena such as the balance of languages used for teaching, gender equity, associated disorders, and the experiences of left-handed and deaf students. Ultimately, the authors demonstrate how the educational relationships built and practiced in school influence the perceptions of people with disabilities, with respect to both singular contexts and pedagogical practices. As such, it represents an important study of the relationship between school exclusion, disability, and those with precarious socio-familial conditions, and how they can be conceptualised and addressed in the context of crises. It will appeal to scholars, researchers and academics with interests in diversity and inclusive education, pedagogy, crisis education, and educational psychology.
Table of Contents
Introduction Part 1: Theoretical and historical background 1. The challenges of expansion and democratization of education. An historical essay on school exclusion in Haiti 2. Francophone, Anglophone and Creolophone research on inclusive education in Haiti. A review of multilingual literature Part 2: Social representations and their interiorization at school 3. Representation of children with disabilities and cognitive justice in Haiti 4. Perception and social experience of disability in schools. Ethnographic survey in a school in the South department in Haiti Part 3: Academic failure between learning disorders and linguistics disability 5. Language disorders, learning process, and students in situation of academic failure 6. Bilingualism, teaching language and « Linguistics disability » Part 4: Dealing with dyslateralization, deaf, hard-hearing and autism at school 7. Left-handedness attempts at dyslateralization, duress and performance in reading and writing. Study conducted with a group of students in Western and Southern Haiti 8. Learning of written language: A study focused on a group of deaf and hard-of-hearing students in Haiti 9. Summary
Rochambeau Lainy is Professor of Educational Psychology, Psycholinguistics and Linguistics at the State University of Haiti.