Unlocking student's potential: what can we learn from care theory in the education of students with vision impairment?
Pagliano, Paul (2011) Unlocking student's potential: what can we learn from care theory in the education of students with vision impairment? In: Proceedings of 2011 Biennial SPEVI conference, pp. 1-4. From: 2011 Biennial SPEVI conference, 16-21 January 2011, Sydney, NSW, Australia.
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This paper examines care theory literature, especially the work of Nel Noddings, to identify strategies to enhance the education of students with vision impairment. Care starts at home where the child with vision impairment learns to 'care-about' through the experience of being 'cared-for' and continues into education. Care is both an essential need and a deep-seated want making it both a pre-condition 'for' education and a key ingredient 'in' education. Caring educators therefore work closely with families to promote high quality home care throughout the student's education. Four key components of a caring education are: 'modelling, dialogue, practice and confirmation'. A caring educator builds a caring relationship with student and family by paying sympathetic attention in order to read the student and the family as accurately as possible. Reflection on this information makes it possible for the caring educator to respond in helpful and hopeful ways that encourage the student and the family to discern a 'better self'.
|Item Type:||Conference Item (Non-Refereed Research Paper)|
|Keywords:||care theory, education, vision impairment, Nel Noddings, caring education, disabilities|
|Date Deposited:||11 Apr 2012 04:50|
|FoR Codes:||13 EDUCATION > 1303 Specialist Studies in Education > 130312 Special Education and Disability @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939907 Special Needs Education @ 100%|
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