This chapter explores the ecology of human development, those forces in the person's environment that affect and influence development. Urie Bronfenbrenner's model of the human ecosystem guides the discussion, making connections between children in families and in communities and the larger society that surrounds them. The human ecosystem model is much like the study of the natural ecology, focusing on the interactions between subjects at various levels of the environment as they affect each other. The interaction between individual and environment forms the basis of an ecological approach to human development. This view sees the process of development as the expansion of the child's conception of the world and the child's ability to act on that world. Risks to development can come from both direct threats and the absence of opportunities for development. Sociocultural risk refers to the impoverishment in the child's world of essential experiences and relationships.

The Ecology of Human Development

Encountering development: the making and unmaking of the Third World

Participants are requested to register and obtain meeting badges at the registration counter, located on the ground floor, UNCC, from 08:30 hours to 09:00 hours on the event day. Participants who are not able to register during the time indicated above are requested to do so upon their arrival at UNCC before going to the conference room. Only the names of duly registered participants will be included in the list of participants.

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Economic and social commission for asia and the pacific

by Tony Booth and Mel Ainscow, Bristol, Centre for Studies on Inclusive Education (CSIE), 2011, 190 pp., £23.00, ISBN 978-1-872001-68-5 This is the third and “Green” edition – and the best yet. It ...

Index for inclusion: developing learning and participation in schools

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Nothing About Us Without Us: Disability Oppression and Empowerment

International tests of achievement narrowly measure specific academic subjects, but have larger educational policy implications. These tests come to summarize national education systems and are used in national and international discourse. However, students with disabilities are being entirely excluded from participation in the discourse of achievement. The Trends in International Mathematics and Science Study, Progress in International Reading Literacy Study, and Programme for International Student Assessment all actively exclude students with disabilities from being measured when the testing agencies set up ‘desired target populations’ and report out on testing participation. This exclusionary discourse establishes that students with disabilities do not belong in a culture of achievement and educational evaluation, which has an impact on policies concerning educational equity and maintains the oppression of low expectations. US policy requires that 95% of all students take achievement tests and be given...

Excluding students with disabilities from the culture of achievement: the case of the TIMSS, PIRLS, and PISA

The SAGE Handbook of inclusion and diversity in education

The Himalayan country of Bhutan has witnessed monumental social and cultural changes in only the last fifty years with the implementation and institutionalization of mass secular schooling. This “modern” schooling has also served to newly sort, produce, and construct “disabled” persons. Through a year of ethnographic fieldwork, I explored this construction of disability through the institution of schooling and have organized these observations into four forms: physical, pedagogical, curricular, and linguistic.

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The Cultural Production of the “Disabled” Person: Constructing Difference in Bhutanese Schools

This study – a year-long ethnographic exploration of disability and education in Bhutan – finds that two dominant discourses around ‘disability’ are entering Bhutan simultaneously: the discourse of the medical model of disability and the discourse of the social or human rights model of disability. In this paper, I argue that these two discourses are especially exposed in the Bhutanese context to be opposing forces in shaping local conceptualisation and construction of ‘disability’. By examining the Bhutan case, it can be seen that these kinds of disparate and contentious exogenous constructions of ‘disability’ occur everywhere in the world and negotiate with local constructions of ‘disability’ uneasily. Understanding the interactions of disability discourses in the Bhutanese context can help to understand the interactions of disability discourses writ large.

The evolving construction and conceptualisation of ‘disability’ in Bhutan

This paper traces religious scriptural conceptualization and praxis of disability through pre-monotheistic Hellenic, Judeo-Christian, Islamic and eastern religious contexts. Secular-rationalistic conceptualization of disability through the medical model is discussed and situated within its origins of Judeo-Christian ethics. This is especially relevant in the history of eugenics. Universalization through the social model of disability is contrasted with the increase of faith-based organizations in development practice that bring their own religious world-views. I argue that understanding historical scriptural conceptualizations of disability are important to understand current trends in international development that affect persons with disabilities.

Matthew J. Schuelka

Papers

Excluding students with disabilities from the culture of achievement: the case of the TIMSS, PIRLS, and PISA

The SAGE Handbook of inclusion and diversity in education

The Cultural Production of the “Disabled” Person: Constructing Difference in Bhutanese Schools

The evolving construction and conceptualisation of ‘disability’ in Bhutan

A faith in humanness: disability, religion and development