"It's Better to be Bad than Stupid": An Exploratory Study on Resistance and Denial of Special Education Discourses in the Narratives of Street Youth
Notice bibliographique
Résumé
This dissertation study examined and gave voice to the experiences of a group of street involved youth, those who had received special education support and services during their school years. They are not spoken about in the literature. Special education is complex, diverse, and encompasses many exceptional pupils for whom services and supports are provided in the school system. Many street youth belong to this group with exceptionalities such as learning disability, mild intellectual disability or behaviour. Using narrative analysis and structuration theory frameworks, the life history narratives of fifteen street youth who were in special education classes were co-constructed and analysed. In addition, a survey question gathered how many new in-takes at a drop-in for street youth self-identify as youth who were in special education. Furthermore, data was gathered from service providers in education and social services through semi-structured interviews and two focus groups. Youth participants considered citizenship in special education as exclusionary and actively resisted it because of the social connotations such as ‘being stupid’ which were attached to it. Youth emphasized that teachers and support staff seemed unaware of the complex environmental factors that impacted on their ability to be successful in school. They reported that once they were formally identified and placed in special education, they were put in a holding pattern that often did not lead to graduation. Special education was focused on classifications according to deficit discourses rather than engaging these students in learning or in having their identified learning needs met. Although study participants dropped out of school a number of times, they kept returning either to complete secondary school or enroll in college, mostly without special education designation and supports. Service providers, educators and special services staff should mentor such youth, provide opportunities for addressing learning problems, and deliver quality instruction for students with identified learning difficulties and needs. There is a dearth of alternative and transitional post-secondary programs to meet the specific needs of these students.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».