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This book examines disability, diversity and schooling exclusion in Haiti, demonstrating how the educational relationships built and practiced in school influence the perceptions of people with disabilities, with respect to both singular contexts and pedagogical practices.
List of contents
Introduction: a sketch of the context
Part I: Theoretical and historical background 1. The challenges of expansion and democratization of education: a historical look at school exclusion in Haiti 2. Research in French, English and Creole on inclusive education in Haiti: a review of multilingual literature
Part II: Social representations and their interiorization at school 3. Representation of children with disabilities and cognitive justice in Haiti 4. Perception and social experience of disability in schools: ethnographic survey in a school in the South department in Haiti
Part III: Academic failure between learning disorders and linguistics disability 5. Language troubles, the learning process, and
students set up to fail 6. Bilingualism, language of instruction, and "language disability"
Part IV: Dealing with dyslateralization, deaf, hard-hearing, and autism at school 7. Left-handedness attempts at dyslateralization, duress, and performance in reading and writing 8. Learning of written language: a study focused on a group of deaf and hard-of-hearing students in Haiti 9. Summary
About the author
Rochambeau Lainy is Professor of Educational Psychology, Psycholinguistics, and French Linguistics at the State University of Haiti.
Summary
This book examines disability, diversity and schooling exclusion in Haiti, demonstrating how the educational relationships built and practiced in school influence the perceptions of people with disabilities, with respect to both singular contexts and pedagogical practices.
