Springer Science and Business Media LLC

Một cuộc tranh cãi kéo dài về bản chất của ADHD đã làm phức tạp quyết định của phụ huynh liên quan đến những đứa trẻ có khả năng được chẩn đoán mắc tình trạng này. Bằng cách sử dụng góc nhìn tiếp nhận phản bác, bài tổng quan này xem xét cách mà các nhà nghiên cứu định nghĩa ADHD và thừa nhận cuộc tranh cãi này. Qua một cuộc tìm kiếm tài liệu có hệ thống từ các báo cáo thực nghiệm, sử dụng phụ huynh có con em được chẩn đoán ADHD làm người thông tin chính, 36 báo cáo được công bố từ năm 1996 đến 2008 (tương ứng với 30 nghiên cứu) đã được lựa chọn. Dữ liệu về các đặc điểm và phương pháp nghiên cứu, định nghĩa về ADHD, cùng với mức độ thừa nhận cuộc tranh cãi về ADHD đã được trích xuất, cũng như dữ liệu về một loạt mối quan tâm và trải nghiệm của phụ huynh. Các nhà nghiên cứu trong 27 trên 30 nghiên cứu định nghĩa ADHD là một rối loạn hợp lệ, trong 22 nghiên cứu họ có xu hướng khuyến nghị phụ huynh tuân thủ quan điểm sinh học, và trong tám nghiên cứu họ đặc biệt thừa nhận sự tranh cãi về ADHD. Tập hợp các nghiên cứu này đưa ra nhiều quan sát đa dạng và thấu cảm về tình huống và những khó khăn của phụ huynh. Tuy nhiên, nó chủ yếu phản ánh một góc nhìn văn hóa phương Tây và dường như rất quan tâm đến những phụ huynh không cho con dùng thuốc, bỏ qua lý do của phụ huynh khi sử dụng thuốc.

The concept of inclusion in the New Zealand legislative and policy environment is articulated in a liberal human rights discourse intended to redress past practices of segregation and exclusion. Such discourse has provided the early childhood sector with new ways to speak about disability and inclusion. There is, however, a growing body of evidence to show that how teachers speak about inclusion is frequently not reflected in practices in Early Childhood Education and Care (ECEC) settings. The emerging evidence reported in this article is drawn from an ongoing research project which, in part, examines the views of inclusion elicited through semi-structured interviews with teachers, owners and managers in long-day ECEC—the facilities designed to accommodate adults’ usual working hours. The larger study aims to examine tensions and complexities for teachers, owners and managers in long-day ECEC alongside the views and experiences of parents of children with disabilities. The concept of ‘enlightened ableism’ is introduced to frame an argument that teacher-speak, while overtly liberal, may be combining with a nervousness about disability and inclusion that raises challenges for progressing inclusive practice. Furthermore, current discursive contradictions between liberalism and neoliberalism in the sector appear to be contributing to some teachers’ uncertainty about ways to progress beyond the rhetoric of inclusion. The study is embedded in the Disability Studies literature and informed by Foucauldian theorising about discourse and power. This paper responds to the question: Has legislation and policy transformed understandings about disability and inclusion or merely provided an enlightened rhetoric, which serves to mask the continuation of ableist practices and thinking in the sector?

This study focuses on the roles teachers undertake to promote literacy in a kindergarten classroom of Spanish-speaking children. Five early childhood teachers and their children participated in this study. Data were collected through teachers’ interviews and systematic videotaped observations during the children’s play periods. Inductive content analysis was the method used to analyze the data. The results define and describe the (1) teachers’ philosophy about reading, (2) teachers’ philosophy about play, and (3) teachers’ roles that they assumed in what they perceived to be the context of play. They also (1) identify the roles that teachers assume to promote literacy in what they perceived to be the context of play and (2) describe how these roles promote children’s literacy in a kindergarten classroom of Spanish-speaking children. Teacher roles supporting literacy in children’s play were identified and described as monitoring, facilitating, interacting, inquiring about, initiating, and extending children’s play as well as engaging children in discussion and making decisions during play.

The rapidity of change in Irish early childhood policy over the last 20 years is clear to observers (OECD Thematic Review of Early Childhood Education and Care Policy in Ireland. Organisation for Economic Co-operation and Development, Paris, 2004). What may be debated is how significant the changes are. In this paper, we analyse changes in early childhood education and care policy in Ireland since 1995, using Hall’s (Comp Politics 25(3):275–296, 1993) typology of policy change to help understand how policies and institutions could change so much in appearance without changing their fundamental features or underlying philosophy. We demonstrate that, despite extensive change, a traditional policy paradigm has held constant, where the State’s role in direct service delivery remains limited, the State continues to be reluctant to intervene in “family matters” and education is prioritised over care.