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

general education
inclusion
special education
organization
social geography
education
teacher
social space
ethnicity
disability
Inclusion
Social Organization
Special Education
Teacher Education
General Education
Physical
interview
language
Geography
Ethnic Groups

Cite this

Physical and social organization of space in a combined credential program : Implications for inclusion. / Young, Kathryn S.

In: International Journal of Inclusive Education, Vol. 12, No. 5-6, 2008, p. 477-495.

Research output: Contribution to journalArticle

@article{2c807a189fca4aaeaf8ad1b574eea4ed,
title = "Physical and social organization of space in a combined credential program: Implications for inclusion",
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.",
author = "Young, {Kathryn S}",
year = "2008",
doi = "10.1080/13603110802377508",
language = "English",
volume = "12",
pages = "477--495",
journal = "International Journal of Inclusive Education",
issn = "1360-3116",
publisher = "Routledge",
number = "5-6",

}

TY - JOUR

T1 - Physical and social organization of space in a combined credential program

T2 - Implications for inclusion

AU - Young, Kathryn S

PY - 2008

Y1 - 2008

N2 - 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.

AB - 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.

U2 - 10.1080/13603110802377508

DO - 10.1080/13603110802377508

M3 - Article

VL - 12

SP - 477

EP - 495

JO - International Journal of Inclusive Education

JF - International Journal of Inclusive Education

SN - 1360-3116

IS - 5-6

ER -