Hodkinson, Alan (2018) A comparative analysis of the cultural representation of disability in school textbooks in Iran and England. Education 3-13, 46 (1). pp. 27-36. ISSN 0300-4279 (Print), 1475-7575 (Online)
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Abstract
The paper details the findings of a study which focused on the analysis of the cultural representation
of disability in school textbooks in Iran and England. The paper argues that whilst inclusive education
could facilitate the incorporating of disabled pupils into mainstream schools, there needs to be deeper
examination as to how this transition should take place for children aged 3-13. The paper suggests that
in such examinations school textbooks might be of significance in familiarizing non-disabled pupils,
teachers and authorities with the issues related to disability and disabled pupils.
| Item Type: | Article |
|---|---|
| Additional Information and Comments: | This is an Accepted Manuscript of an article published by Taylor & Francis in Education 3-13 on 11th April 2016, available online: http://www.tandfonline.com/doi/full/10.1080/03004279.2016.1168861 |
| Keywords: | Disability, empowerment, cultural analysis, Iran, England, school textbooks |
| Faculty / Department: | Faculty of Education and Social Sciences > School of Social Sciences |
| Depositing User: | Alan Hodkinson |
| Date Deposited: | 21 Feb 2018 09:37 |
| Last Modified: | 12 Feb 2021 15:12 |
| URI: | https://hira.hope.ac.uk/id/eprint/2371 |
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