Physical and social organization of space in a combined credential program: Implications for inclusion

Kathryn S Young

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

Social geography brings a new perspective to understanding longstanding separation between general and special education in higher education. This paper uses methods from social geography to consider how the structures and processes of space function to maintain longstanding divisions between general and special education in a US teacher education programme that strives towards inclusivity. This intensive ten-month qualitative case study includes mapping, observations, and interviews to understand better the physical and social space in a teacher education building. Results indicate not only separation between disability and typicality in the department, but also boundary lines drawn around race, ethnicity, and language in relation to special and general education teacher education.

Original languageEnglish
Pages (from-to)477-495
Number of pages19
JournalInternational Journal of Inclusive Education
Volume12
Issue number5-6
DOIs
Publication statusPublished - 2008

Fingerprint Dive into the research topics of 'Physical and social organization of space in a combined credential program: Implications for inclusion'. Together they form a unique fingerprint.

  • Cite this