This book examines disability, diversity, and schooling exclusion in Haiti in the wake of Hurricane Matthew. Defending a social and anthropological conception of disability as a consequence of any situation that makes a subject uncomfortable and unable to live or act properly, the book explores the difficulties that disabled children face within the school system and considers how social exclusion provokes and exacerbates educational exclusion. With contributions from linguists, educational sociologists, educational psychologists, educators, and historians, the chapters focus on a range of phenomena such as the balance of languages used for teaching, gender equity, associated disorders, and the experiences of left-handed and deaf students. Ultimately, the authors demonstrate 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. As such, it represents an important study of the relationship between school exclusion, disability, and those with precarious socio-familial conditions, and how they can be conceptualized and addressed in the context of crises. It will appeal to scholars, researchers, and academics with interests in diversity and inclusive education, pedagogy, crisis education, and educational psychology.
Chapters 1, 3, 7, and 8 of this book are available for free in PDF format as Open Access from the individual product page at www.routledge.com. They have been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Author(s): Rochambeau Lainy
Series: Routledge Research in Educational Psychology
Publisher: Routledge
Year: 2022
Language: English
Pages: 269
City: New York
Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
Summary
List of contributors
Preface
Acknowledgments
Abbreviations and acronyms
Introduction: A sketch of the context
I.1 Facilities for children
I.2 Learning and disability
I.3 Impairment and disability
I.4 Person with a disability
I.5 Methodological benchmarks in the field
I.6 Presentation of the book
Notes
References
Part I: Theoretical and historical background
Chapter 1: The challenges of expansion and democratization of education: A historical look at school exclusion in Haiti
1.1 Introduction
1.2 Free and mandatory education, an abiding principle of Haitian law (1804–1987)
1.3 From words to action
1.4 The challenges of massification and democratization of the school
1.4.1 Limited access to school
1.4.2 Insufficiency and poor quality of physical infrastructure
1.4.3 A poorly qualified teaching profession
1.5 Understanding the challenges of massification and democratization of schools in Haiti
1.5.1 Contempt of the ruling classes for the education of the masses
1.5.2 A system of exclusion
1.6 School exclusion in the Abricots commune: the case of Fouache between history and testimony
1.6.1 General context of the opening of the school in Fouache
1.6.2 Fouache’s first school, a cultural revolution
1.7 Conclusion
Notes
References
Chapter 2: Research in French, English and Creole on inclusive education in Haiti: A review of multilingual literature
2.1 Introduction
2.2 Method
2.3 The educational system and inclusive education in Haiti
2.4 The Bernard reform: a failed attempt at inclusion
2.5 Literature on inclusive education: Anglophone and Francophone traditions
2.5.1 Anglophone tradition
2.5.2 The francophone tradition
2.6 The Creole-speaking tradition
2.7 Discussion
2.8 Conclusion
References
Part II: Social representations and their interiorization at school
Chapter 3: Representation of children with disabilities and cognitive justice in Haiti
3.1 Introduction
3.2 Social representation, disability, and cognitive justice at school
3.3 What being disabled means in Haiti
3.4 Disability, educational relationship, and cognitive justice in Haiti
3.5 Conclusion
3.5.1 Toward a questioning of the sociology of reproduction
Notes
References
Chapter 4: Perception and social experience of disability in schools: Ethnographic survey in a school in the South department in Haiti
4.1 Introduction
4.2 The issue
4.3 Theoretical framework
4.4 Objectives and hypothesis
4.5 Methodology
4.5.1 Description of the school under study
4.5.2 Conduct of observations
4.6 Results
4.6.1 “Special students” 7
4.6.1.1 School versus family
4.6.1.2 Disability, a socio-familial stigma
4.6.2 Examining members of the class
4.6.3 Additive disabilities
4.6.4 Managing the stigma
4.6.4.1 Gender, disabilities, and romantic relationships
4.7 Discussion
4.7.1 The stigma, between attraction and repulsion
4.7.2 Half-hearted inclusion
4.8 Conclusion
Notes
References
Part III: Academic failure between learning disorders and linguistics disability
Chapter 5: Language troubles, the learning process, and students set up to fail
5.1 Introduction
5.2 The situation of academic failure
5.3 Language and disorders of learning and language
5.4 Language and learning
5.5 Outline of our methodology
5.6 Classroom context, language, and mathematics disorders: results and discussions
5.6.1 Class context and students in a failure situation
5.6.1.1 Stigma and trauma
5.6.1.2 Teachers’ approaches
5.6.1.3 Creole and French: two languages in the context of a poorly run “variable geometry” classroom
5.6.2 Language and math skills and performance
5.6.2.1 Reading and writing skills and performance
5.6.2.2 Vocabulary identification and access
5.6.3 Math and language performance: associated disorders and comorbidity
5.6.3.1 Enumeration and calculation
5.7 The psychological impact of linguistic-mathematical disorders
5.8 Conclusion
Notes
References
Chapter 6: Bilingualism, language of instruction, and “language disability”
6.1 Introduction
6.2 Theoretical aspects
6.2.1 Handicap and disability
6.2.2 The concept of “linguistic disability”
6.3 Objective and hypothesis
6.4 Methodology
6.5 Results
6.5.1 Is the Haitian educational system really bilingual?
6.5.2 Student disabilities
6.5.3 Perceptions and representations of disabilities in school
6.5.4 Deficiencies and academic performance
6.6 Discussion of the results
6.7 Conclusion
Notes
References
Part IV: Dealing with dyslateralization, deaf, hard-hearing, and autism at school
Chapter 7: Left-handedness attempts at dyslateralization, duress, and performance in reading and writing
7.1 Introduction
7.1.1 Lateralization, laterality, and dyslateralization 1
7.1.2 Laterality, reading, and writing
7.1.3 Memories of an attempted dyslateralization or “delateralization”
7.1.4 Objectives
7.2 Methodology
7.2.1 The survey population
7.2.2 Writing and reading tests
7.2.3 The questionnaires
7.3 Results of observations, tests, questionnaires, and administered tests
7.3.1 Spatiotemporal constraints and the production of writing
7.4 Analysis and discussion
7.4.1 Socio-cognitive conflict and learning to write
7.4.1.1 Cognitive disorders and psychological impacts
7.5 Conclusion
Notes
References
Chapter 8: Learning of written language: A study focused on a group of deaf and hard-of-hearing students in Haiti 1
8.1 Introduction
8.2 Deafness in the literature: some benchmarks
8.3 A few words about autism
8.4 Deafness and autism in Haiti: diagnosis, reception, and perception
8.4.1 Deaf and autistic: between rejection and exclusion
8.4.2 Deaf versus sociolinguistic realities in school
8.4.3 Objectives and hypotheses
8.5 Study methodology and research protocol
8.5.1 Field of research
8.5.2 Establishment 1
8.5.3 Establishment 2
8.5.4 Sampling and population
8.5.5 Data collection
8.5.5.1 Protocol for taking tests and writing production activities
8.5.6 Autism screening and diagnostic tools
8.5.7 Socio-ethnographic profile of students and parents
8.6 Results
8.6.1 Written learning and production
8.6.2 Learning to write and pedagogical practices
8.6.3 Plurilingualism/Multilingualism and the deaf
8.6.4 Inclusive education policy?
8.7 Discussion
8.7.1 Lip-reading is not inspired by differentiated pedagogy
8.7.2 Deaf, process of written learning, and dominant teaching model: disability versus difference
8.7.3 Rejecting of deafness as a way of self-defense
8.8 Conclusion
Notes
References
Summary
Index
