ABSTRACT

The advancement of inclusive education policies worldwide has given greater weight to social justice practices in educational settings. However, inclusion in preschools has received less attention from researchers. This article examines a 4-year-old child’s participation in a mainstream preschool in Australia from a cultural-historical perspective. In particular, this study used the concept of secondary disability to analyse the data, and in this process identified a contradiction between the teacher’s perceptions of the child’s abilities and the teacher’s reported understanding of the parent’s perceptions of the child’s abilities, which ‘clouded’ the child’s position within the preschool setting. Eight hours of video data were gathered across eight months. The findings indicate that understanding the child’s personality and potential can operate as a ‘pedagogical password’ for the teacher to enter on to the child’s unique developmental trajectory. This paper argues that identifying the unique developmental pathway of the child is essential to reduce secondary disabilities.

摘要

全球范围内全纳教育政策的进步更加重视教育环境中的社会正义实践。然而，学前班的包容性受到研究人员的关注较少。本文从文化历史的角度考察了一名 4 岁儿童在澳大利亚主流幼儿园的参与情况。特别是，这项研究使用了继发性残疾的概念来分析数据，并在这个过程中发现了教师对孩子能力的看法与教师报告的父母对孩子能力看法的理解之间的矛盾，这“掩盖”了孩子在学前教育环境中的位置。在八个月内收集了八个小时的视频数据。研究结果表明，了解孩子的个性和潜能可以作为教师进入孩子独特发展轨迹的“教学密码”。本文认为，确定儿童独特的发展途径对于减少继发性残疾至关重要。