Bibliographic Details
| Title: |
Identifying Obstacles and Opportunities for Inclusion in the School Curriculum for Children Adopted from Overseas: Developmental and Social Constructionist Perspectives |
| Language: |
English |
| Authors: |
Sempowicz, Tracey (ORCID 0000-0002-8273-2445), Howard, Judith (ORCID 0000-0002-3123-1210), Tambyah, Mallihai (ORCID 0000-0003-2712-1470), Carrington, Suzanne (ORCID 0000-0001-8944-7674) |
| Source: |
International Journal of Inclusive Education. 2018 22(6):606-621. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
16 |
| Publication Date: |
2018 |
| Document Type: |
Journal Articles
Reports - Research |
| Descriptors: |
Foreign Countries, Barriers, Inclusion, Children, Adoption, Child Development, Trauma, Social Influences, Qualitative Research, Focus Groups, Case Studies, National Curriculum, Developmental Stages, Emotional Response, Assignments, Grounded Theory, Genealogy, Family Life, Autobiographies, Semi Structured Interviews |
| Geographic Terms: |
Australia |
| DOI: |
10.1080/13603116.2017.1390004 |
| ISSN: |
1360-3116 |
| Abstract: |
In Australia, teachers are expected to teach a diverse range of students, including children adopted from overseas who have experienced attachment disruption and complex trauma early in life. International research identifies the potential vulnerability of this minority group at school. However, teachers' backgrounds, knowledge and experience, as well as curriculum policies and school practices, may influence how teachers respond to the diverse needs of these children. Drawing on examples from a qualitative study which used focus group interviews and a multi-case study of 10 adoptive families, this article applies developmental and social constructionist perspectives to analyse the potential impact some common curriculum units may have on these children's experiences of school. This paper reports on the way in which various units in the Australian Curriculum may provide obstacles and opportunities for inclusion, with particular examples provided from the English and History Curriculum. Findings show there is a need for greater awareness, understanding and sensitivity in teaching approach, as well as flexibility in teachers' professional agency and discretion in the selection of resources when responding to the educational needs of intercountry adoptees. |
| Abstractor: |
As Provided |
| Number of References: |
73 |
| Entry Date: |
2018 |
| Accession Number: |
EJ1178165 |
| Database: |
ERIC |
