Fostering Belonging: Navigating the Spaces Between Special Education Paradigms
| dc.contributor.advisor | Walker, Keith | |
| dc.contributor.committeeMember | Squires, Vicki | |
| dc.contributor.committeeMember | Anderson, Kirk | |
| dc.contributor.committeeMember | Claypool, Tim | |
| dc.contributor.committeeMember | Newton, Paul | |
| dc.creator | Bakken, Mathew D | |
| dc.date.accessioned | 2024-09-19T15:03:00Z | |
| dc.date.available | 2024-09-19T15:03:00Z | |
| dc.date.copyright | 2024 | |
| dc.date.created | 2024-09 | |
| dc.date.issued | 2024-09-19 | |
| dc.date.submitted | September 2024 | |
| dc.date.updated | 2024-09-19T15:03:00Z | |
| dc.description.abstract | The focus of this dissertation centered around educational belonging within the context of special education as a problem of practice. Problems of practice differ from theoretical problems by virtue of their direct connection within an organization relating to macro level challenges, connecting to a multitude of societal structures. This dissertation explored these challenges within the context of special education concerning social structures related to disability equity. Special educators are commonly facing challenges of ethical dilemma, stigmatization and concerns of educational equity through their pedagogical choices leading to interpreting disability models. Despite these challenges, the pedagogical choices of special education teachers create a framework for fostering belonging, a feeling that guides special education teaching. The findings indicate that fostering a sense of belonging can be created through the interconnected navigation of the pedagogical choices made by special education teachers. The framework of this model creates pathways to navigating different levels of challenge presented within the context of special education. The complexity of student needs within the field of special education creates tensions between contrasting models of disability. With equitable learning opportunities at the forefront of special education pedagogy, fostering a sense of belonging requires constant navigating between disability models. The space between these models is where special education teachers lead, model, instruct and support their students. Fostering a sense of belonging connects the space between special education paradigms. The findings from this study highlight the complexity of disability models and special education paradigms as they relate to the theoretical constructs of belonging. This study indicates that there are direct pathways to belonging if special education teachers know how to navigate them. This study identifies the theoretical factors that need to be understood and navigated for a sense of belonging to be possible. These factors are described as professional capacities, navigating relationships and enriching student experiences. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | https://hdl.handle.net/10388/16058 | |
| dc.language.iso | en | |
| dc.subject | Belonging, Inclusion, Individualization, Medical Model, Social Model, Belonging Model, Special Education | |
| dc.title | Fostering Belonging: Navigating the Spaces Between Special Education Paradigms | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Educational Administration | |
| thesis.degree.discipline | Educational/Leadership | |
| thesis.degree.grantor | University of Saskatchewan | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Philosophy (Ph.D.) |