“Diagnosing” the Need or in “Need” of a Diagnosis? Reconceptualizing Educational Need
Honkasilta, J. (2017). “Diagnosing” the Need or in “Need” of a Diagnosis? Reconceptualizing Educational Need. In K. Scorgie, & D. Sobsey (Eds.), Working with Families for Inclusive Education : Navigating Identity, Opportunity and Belonging (pp. 123-141). International Perspectives on Inclusive Education, 10. Bingley: Emerald Publishing Limited. doi:10.1108/S1479-363620170000010014
Published inInternational Perspectives on Inclusive Education;10
© Honkasilta & Emerald Publishing Limited, 2017. This is a final draft version of an article whose final and definitive form has been published by Emerald. Published in this repository with the kind permission of the publisher.
This chapter is based on compulsory school experiences of students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and their parents in the educational context of Finland. Located in the theoretical framework of Disability Studies, the chapter aims to contribute to theory of inclusive education by initiating a new dialogue on conceptual foundations of inclusive schooling. In this regard, the chapter first deconstructs the concept of educational need that stems from the field of traditional special education as contradictory to the original ideals of inclusive education. It then moves on to reconstruct the concept of educational need in accordance with the foundational values of inclusion, that is celebration of human diversity and resistance to dichotomies of ab-/normality and dis-/ability and proposes an approach for future implementation of inclusive education.
PublisherEmerald Publishing Limited
Is part of publicationWorking with Families for Inclusive Education : Navigating Identity, Opportunity and Belonging, ISBN 978-1-78714-261-9
MetadataShow full item record
Showing items with similar title or keywords.
Danileiko, Nadja (2005)
Rautiainen, Matti; Räikkönen, Eija; Veijola, Anna; Mikkonen, Simo (UCL IOE Press, 2019)In Finland, the trend towards a new kind of history teaching emphasizing the understanding of historical knowledge and historical thinking skills began in the mid-1990s, when history teaching objectives were defined much ...
The associations of objectively measured physical activity and sedentary time with cognitive functions in school-aged children Syväoja, Heidi; Tammelin, Tuija H.; Ahonen, Timo; Kankaanpää, Anna; Kantomaa, Marko T. (Public Library of Science, 2014)Abstract. Low levels of physical activity among children have raised concerns over the effects of a physically inactive lifestyle, not only on physical health but also on cognitive prerequisites of learning. This study ...
Developing inclusive pre-service and in-service teacher education : Insights from Zanzibar primary school teachers Juma, Said; Lehtomäki, Elina; Naukkarinen, Aimo (Concordia University College of Alberta, 2017)Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers’ insights into the development of inclusive teacher ...
Trade-offs or Complements? : Balancing Diversified Stakeholder Expectations, Institutional Pressures, and Functional Demands in the Strategic Management of Business Schools Ojala, Anu (Association of Business Schools Finland, 2019)While scholars and practitioners have warned that business schools are losing their edge in creating and disseminating relevant knowledge in the crosscurrent of environmental demands, the management and organization of ...