
ERIC Number: EJ579690
Record Type: Journal
Publication Date: 1998
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ISSN: ISSN-0965-8416
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Reading the Signs: A Semiotic Perspective of Inclusive Practice.
Haas, Nancy Stockall
Language Awareness, v7 n4 p192-205 1998
Illustrates how applied semiotics can uncover common assumptions about particular teaching practices for students with disabilities, examining microtechniques that purport to fully integrate children with disabilities into regular education programs but that can empower or disempower them. Quality inclusion requires teachers to focus on social meanings arising from communicative interactions occurring at home and in the classroom. (SM)
Descriptors: Child Language, Communication Skills, Disabilities, Elementary Secondary Education, Inclusive Schools, Interpersonal Relationship, Mainstreaming, Parent Child Relationship, Postmodernism, Regular and Special Education Relationship, Semiotics, Social Influences, Teacher Expectations of Students, Teacher Student Relationship
Publication Type: Journal Articles; Opinion Papers
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Audience: N/A
Language: English
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