527
Views
0
CrossRef citations to date
0
Altmetric
Articles

Ratio profiling: the discursive construction of the continuum of alternative placements

ORCID Icon
Pages 763-782 | Received 16 Oct 2017, Accepted 14 Mar 2018, Published online: 05 Apr 2018

References

  • Aldersley, S. 2002. “Least Restrictive Environment and the Courts.”  Journal of Deaf Studies and Deaf Education 7: 189–199.
  • Angell, A. M., and O. Solomon. 2017. “‘If I Was a Different Ethnicity, Would She Treat Me the Same?’ Latino Parents’ Experiences Obtaining Autism Services.” Disability & Society 32 (8): 1142–1164. doi:10.1080/09687599.2017.1339589.
  • Ashby, C. E., and J. Causton-Theoharis. 2012. “‘Moving Quietly through the Door of Opportunity’: Perspectives of College Students Who Type to Communicate.” Equity & Excellence in Education 45 (2): 261–282.10.1080/10665684.2012.666939
  • Baggs, A., Producer. 2007. “In My Language.” https://www.youtube.com/watch?v=JnylM1hI2jc.
  • Baglieri, S., J. W. Valle, D. J. Connor, and D. J. Gallagher. 2011. “Disability Studies in Education: The Need for a Plurality of Perspectives on Disability.” Remedial and Special Education 32 (4): 267–278. doi:10.1177/0741932510362200.
  • Bascom, J. 2011. “Quiet Hands.” https://juststimming.wordpress.com/2011/10/05/quiet-hands/.
  • Blackwell, W. H., and Z. S. Rossetti. 2014. “The Development of Individualized Education Programs: Where Have We Been and Where Should We Go Now?” SAGE Open 4 (2): 1–15. doi:10.1177/2158244014530411.
  • Boyd, V. A., S. L. Ng, and C. F. Schryer. 2015. “Deconstructing Language Practices: Discursive Constructions of Children in Individual Education Plan Resource Documents.” Disability & Society 30 (10): 1537–1553. doi:10.1080/09687599.2015.1113161.
  • Bray, L. E., and J. L. Russell. 2016. “Going off Script: Structure and Agency in Individualized Education Program Meetings.” American Journal of Education 122 (3): 367–398. doi:10.1086/685845.
  • Broderick, A. A. 2011. “Autism as Rhetoric: Exploring Watershed Rhetorical Moments in Applied Behavior Analysis Discourse.” Disability Studies Quarterly 31 (3). http://dsq-sds.org/article/view/1674.
  • Broderick, A. A., and A. Ne’eman. 2008. “Autism as Metaphor: Narrative and Counternarrative.” International Journal of Inclusive Education 12 (5–6): 459–476. doi:10.1080/13603110802377490.
  • Brown, L. 2011. “The Significance of Semantics: Person-First Language: Why It Matters.” August 4. http://www.autistichoya.com/2011/08/significance-of-semantics-person-first.html.
  • Burke, J. 2012. “‘Some Kids Climb up; Some Kids Climb Down’: Culturally Constructed Play-Worlds of Children with Impairments.” Disability & Society 27 (7): 965–981. doi:10.1080/09687599.2012.692026.
  • Chandler-Olcott, K., and P. Kluth. 2009. “Why Everyone Benefits from including Students with Autism in Literacy Classrooms.” The Reading Teacher 62 (7): 548–557.10.1598/RT.62.7.1
  • Collins, K. M. 2011. “‘My Mom Says I’m Really Creative!’: Dis/Ability, Positioning, and Resistance in Multimodal Instructional Contexts.” Language Arts 88 (6): 409–418.
  • Connor, D. J., S. L. Gabel, D. J. Gallagher, and M. Morton. 2008. “Disability Studies and Inclusive Education – Implications for Theory, Research, and Practice.” International Journal of Inclusive Education 12 (5–6): 441–457.10.1080/13603110802377482
  • Danforth, S., and S. L. Gabel, eds. 2006. Vital Questions Facing Disability Studies in Education. New York: Peter Lang.
  • Davies, B., and R. Harré. 1999. “Positioning and Personhood.” In Positioning Theory, edited by R. Harré and L. van Langenhove, 32–52. Oxford: Blackwell Publishers Ltd.
  • Easterbrooks, S. R., L. R. Lytle, P. M. Sheets, and B. S. Crook. 2004. “Ignoring Free, Appropriate, Public Education, a Costly Mistake: The Case of F. M. and L. G. versus Barbour County.” Journal of Deaf Studies and Deaf Education 9 (2): 219–227.10.1093/deafed/enh023
  • Fish, W. W. 2006. “Perceptions of Parents of Student with Autism towards the IEP Meeting: A Case Study of One Family Support Group Chapter.” Education 127 (1): 56–68.
  • Fish, W. W. 2008. “The IEP Meeting: Perceptions of Parents of Students Who Receive Special Education Services.” Preventing School Failure 53 (1): 8–14.10.3200/PSFL.53.1.8-14
  • Frugone, A. 2005. “Salient Moments in the Life of Alberto, as a Child, a Youth, a Young Man.” In Autism and the Myth of the Person Alone, edited by D. Biklen, 185–197. New York: New York University Press.
  • Hacking, I. 2009. “Autistic Autobiography.” Philosophical Transactions of the Royal Society B: Biological Sciences 364 (1522): 1467–1473. doi: 10.1098/rstb.2008.0329.
  • Harré, R., and L. van Langenhove, eds. 1999. Positioning Theory. Oxford, UK: Blackwell.
  • Harry, B. 1992. “An Ethnographic Study of Cross-Cultural Communication with Puerto Rican-American Families in the Special Education System.” American Educational Research Journal 29 (3): 471–494.10.3102/00028312029003471
  • Harry, B., and J. Klinger. 2006. Why Are So Many Minority Students in Special Education: Understanding Race & Disability in Schools. New York: Teachers College Press.
  • Hartmann, E. S. 2016. “Understanidng the Everyday Practice of Individualized Education Program Team Members.” Journal of Educational and Psychological Consultation 26 (1): 1–24. doi:10.1080/10474412.2015.1042975.
  • Hyatt, K. J., and J. Filler. 2011. “LRE Re-Examined: Misinterpretations and Unintended Consequences.” International Journal of Inclusive Education 15 (9): 1031–1045. doi:10.1080/13603116.2010.484509.
  • Individuals with Disabilities Education Improvement Act. 2004. http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=108_cong_public_laws&docid=f:publ446.108.
  • Jones, S. R. 2016. “ABA.” http://unstrangemind.com/aba/.
  • Kalyanpur, M., and B. Harry. 1999. Culture in Special Education: Building Reciprocal Family-Professional Relationships. Baltimore, MD: Paul H. Brookes Publishing Co.
  • Kalyanpur, M., B. Harry, and T. Skrtic. 2000. “Equity and Advocacy Expectations of Culturally Diverse Families’ Participation in Special Education.” International Journal of Disability, Development & Education 47 (2): 120–136.
  • Kerr, S. 2011. “IEP Meeting Strategies: Playing 20 Questions with the Devil by Sonja Kerr, Esq.” April 26. http://www.wrightslaw.com/advoc/guest/Kerr_Meetings_Progess.htm.
  • Kluth, P., D. Biklen, P. English-Sand, and D. Smukler. 2007. “Stories of Families Who Move to Seek Inclusive Educational Experiences for their Children with Disabilities.” Journal of Disability Policy Studies 18 (1): 43–56.10.1177/10442073070180010501
  • Kurth, J. A., M. E. Morningstar, and E. B. Kozleski. 2015. “The Persistence of Highly Restrictive Special Education Placements for Students with Low-Incidence Disabilities.” Research and Practice for Persons with Severe Disabilities 39 (3): 227–239. doi:10.1177/1540796914555580.
  • Lai, Y., and J. A. Vadeboncoeur. 2012. “The Discourse of Parent Involvement in Special Education: A Critical Analysis Linking Policy Documents to the Experiences of Mothers.” Educational Policy 27 (6): 867–897. doi:10.1177/0895904812440501.
  • Machalicek, W., M. F. O’Reilly, N. Beretvas, J. Sigafoos, and G. E. Lancioni. 2007. “A Review of Interventions to Reduce Challenging Behavior in School Settings for Students with Autism Spectrum Disorders.” Research in Autism Spectrum Disorders 1 (3): 229–246.10.1016/j.rasd.2006.10.005
  • Maysaa, B., and D. K. Reid. 2009. “Would Rethinking Learning Disabilities Benefit Kuwait?” Disability & Society 24 (2): 147–160.
  • McCloskey, E. 2010. “What Do I Know? Parental Positioning in Special Education.” International Journal of Special Education 25 (1): 162–170.
  • McCloskey, E. 2016. “To the Maximum Extent Appropriate: Determining Success and the Least Restrictive Environment for a Student with Autism Spectrum Disorder.” International Journal of Inclusive Education 20 (11): 1204–1222. doi: 10.1080/13603116.2016.1155667.
  • Mcphail, J. 1995. “Phenomenology as Philosophy and Method: Applications to Ways of Doing Special Education.” Remedial and Special Education 16 (3): 159–165.10.1177/074193259501600305
  • Mehan, H. 1996. “The Construction of an LD Student: A Case Study in the Politics of Representation.” In Natural Histories of Discourse, edited by M. Silverstein and G. Urban, 253–276. Chicago, IL: University of Chicago Press.
  • Milofsky, C. 1992. “Why Special Education Isn’t Special.” In Special Education at the Century’s End: Evolution of Theory and Practice since 1970, edited by T. Hehir and T. Latus, 47–67. Cambridge, MA: Harvard Educational Review.
  • Milton, D. E. M. 2012. “On the Ontological Status of Autism: The ‘Double Empathy Problem’.” Disability & Society 27 (2): 883–887. doi:10.1080/09687599.2012.710008.
  • Mukhopadhyay, T. R. 2008. How Can I Talk If My Lips Don’t Move?: inside My Autistic Mind. New York: Arcade Publishing.
  • National Institute for Mental Health. 2016. “Autism Spectrum Disorder.” https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml?utm_source=rss_readersutm_medium=rssutm_campaign=rss_full-part_145436.
  • Nunkoosing, K., and M. Haydon-Laurelut. 2011. “Intellectual Disabilities, Challenging Behaviour and Referral Texts: A Critical Discourse Analysis.” Disability & Society 26 (4): 405–417. doi:10.1080/09687599.2011.567791.
  • Oakes, J. 1985. Keeping Track: How Schools Structure Inequality. New Haven, CT: Yale University Press.
  • Orsati, F. T., and J. Causton-Theorharis. 2012. “Challenging Control: Inclusive Teachers’ and Teaching Assistants’ Discourse on Students with Challenging Behaviour.” International Journal of Inclusive Education 17 (5): 507–525. doi:10.1080/3603116.2012.689016.
  • Rehm, R. S., L. T. Fisher, E. Fuentes-Afflick, and C. A. Chesla. 2013. “Parental Advocacy Styles for Special Education Students during the Transition to Adulthood.” Qualitative Health Research 23 (10): 1377–1387. doi:10.1177/1049732313505915.
  • Rogers, R. 2002. “Through the Eyes of the Institution: A Critical Discourse Analysis of Decision Making in Two Special Education Meetings.” Anthropology and Education Quarterly 33 (2): 213–237.10.1525/aeq.2002.33.issue-2
  • Rogers, R. 2003. A Critical Discourse Analysis of Family Literacy Practices: Power in and out of Print. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Rogers, R. 2004. “An Introduction to Critical Discourse Analysis in Education.” In An Introduction to Critical Discourse Analysis in Education, edited by R. Rogers, 1–18. Mahwah, NJ: Lawrence Erlaum Associates.
  • Ruppar, A. L., and J. S. Gaffney. 2011. “Individualized Education Program Team Decisions: A Preliminary Study of Conversations, Negotiations, and Power.” Research and Practice for Persons with Severe Disabilities 36 (1–2): 11–22.10.2511/rpsd.36.1-2.11
  • Sequenzia, A. 2012. “Non-Speaking, ‘Low Functioning’.” In Loud Hands: Autistic People, Speaking, edited by J. Bascom, 159–161. Washington, DC: The Autistic Press.
  • Sethi, B. 2012. “Searching for Self in a World of Labels.” Disability & Society 27 (5): 717–722. doi:10.1080/09687599.2012.686878.
  • Simon, J. B. 2006. “Perceptions of the IEP Requirement.” Teacher Education and Special Education 29 (4): 225–235.10.1177/088840640602900403
  • Skrtic, T. M. 1992. “The Special Education Paradox: Equity as the Way to Excellence.” In Special Education at the Century’s End: Evolution of Theory and Practice since 1970, edited by T. Hehir and T. Latus, 203–272. Cambridge, MA: Harvard Educational Review.
  • Smith, D. E. 2005. Institutional Ethnography: A Sociology for People. Lanham, MD: AltaMira Press.
  • Smith, D. E., ed. 2006. Institutional Ethnography as Practice. Lanham, MD: Rowman & Littlefield Publishers Inc..
  • Spann, S. J., F. W. Kohler, and D. Soenksen. 2003. “Examining Parents’ Involvement in and Perceptions of Special Education Services: An Interview with Families in A Parent Support Group.” Focus on Autism and Other Developmental Disabilities 18 (4): 228–237.10.1177/10883576030180040401
  • Taylor, S. J. 1988. “Caught in the Continuum: A Critical Analysis of the Principle of the Least Restrictive Environment.” The Journal of the Association for the Severely Handicapped 13 (1): 41–53.
  • Taylor, S. J. 2001. “The Continuum and Current Controversies in the USA.” Journal of Intellectual & Developmental Disability 26 (1): 15–33.10.1080/13668250020032741
  • Taylor, S. J. 2004. “Caught in the Continuum: A Critical Analysis of the Principle of the Least Restrictive Environment.” Research & Practice for Persons with Severe Disabilities 29 (4): 218–230.
  • United States Department of Education. 2015. 37th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2015. http://www.ed.gov/about/reports/annual/osep.
  • Van Dijk, T. A. 2003. “Critical Discourse Analysis.” In The Handbook of Discourse Analysis, edited by D. Schiffrin, D. Tannen, and H. E. Hamilton, 353–371. Malden, MA: Blackwell Publishing.
  • Wheeler, M. 2011. “Syndrome or Difference: A Critical Review of Medical Conceptualisations of Asperger’s Syndrome.” Disability & Society 26 (7): 839–851. doi:10.1080/09687599.2011.618739.
  • Winter, P. 2012. “Loud Hands & Loud Voices.” In Loud Hands: Autistic People, Speaking, edited by J. Bascom, 115–128. Washington, DC: The Autistic Press.
  • Young, L. L. 2012. “Validating Difference and Counting the Cost of Exclusion in the Lives of People Who Identify as on the Autistic Spectrum.” Disability & Society 27 (2): 291–294. doi:10.1080/09687599.2011.644937.
  • Zeitlin, V. M., and S. Curcic. 2013. “Parental Voices on Individualized Education Programs: ‘Oh, IEP Meeting Tomorrow? Rum Tonight!’.” Disability & Society 29 (3): 373–387. doi:10.1080/09687599.2013.776493.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.