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Decolonizing Possibilities in Special Education Services

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Title: Decolonizing Possibilities in Special Education Services
Language: English
Authors: Yee, Nikki L., Butler, Deborah L.
Source: Canadian Journal of Education. 2020 43(4):1071-1103.
Availability: Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: https://cje-rce.ca/
Peer Reviewed: Y
Page Count: 33
Publication Date: 2020
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Special Education, Indigenous Populations, Educational Assessment, Evaluation Methods, Holistic Approach, Educational Practices, Culturally Relevant Education, Inclusion, Land Settlement, Students with Disabilities, Special Needs Students, Identification, Canada Natives, Foreign Countries
Geographic Terms: Canada
ISSN: 1918-5979
Abstract: Colonial contexts continue to shape the experiences of Indigenous students, especially in special education, even as educators work to respond to Indigenous perspectives. In this article we first apply a decolonizing critique to consider how colonialism affects special education programming, then survey Indigenous and decolonizing scholarship to (re) imagine how educators may start to address these concerns. Our analysis suggests that educators: (1) engage in critical self-examination; (2) adopt holistic assessment strategies; (3) explore teaching practices emerging from decolonizing perspectives; and (4) examine and (re)imagine service delivery models. Educators may use these ideas as a springboard for exploring more contextualized decolonizing possibilities.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1280331
Database: ERIC
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  Data: Decolonizing Possibilities in Special Education Services
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  Data: <searchLink fieldCode="SO" term="%22Canadian+Journal+of+Education%22"><i>Canadian Journal of Education</i></searchLink>. 2020 43(4):1071-1103.
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  Data: Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: https://cje-rce.ca/
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  Data: Colonial contexts continue to shape the experiences of Indigenous students, especially in special education, even as educators work to respond to Indigenous perspectives. In this article we first apply a decolonizing critique to consider how colonialism affects special education programming, then survey Indigenous and decolonizing scholarship to (re) imagine how educators may start to address these concerns. Our analysis suggests that educators: (1) engage in critical self-examination; (2) adopt holistic assessment strategies; (3) explore teaching practices emerging from decolonizing perspectives; and (4) examine and (re)imagine service delivery models. Educators may use these ideas as a springboard for exploring more contextualized decolonizing possibilities.
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      – SubjectFull: Inclusion
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      – SubjectFull: Land Settlement
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Special Needs Students
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