etadd_47(3) - Division on Autism and Developmental Disabilities
etadd_47(3) - Division on Autism and Developmental Disabilities
etadd_47(3) - Division on Autism and Developmental Disabilities
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discussi<strong>on</strong>s were held with 12 additi<strong>on</strong>al<br />
teachers <strong>and</strong> families. I used a representative<br />
sampling of teachers, parents, <strong>and</strong> community<br />
members to document experiences across socioec<strong>on</strong>omic<br />
status <strong>and</strong> age <strong>and</strong> severity of a<br />
child’s disability. Observati<strong>on</strong>, interviews, <strong>and</strong><br />
document collecti<strong>on</strong> occurred over my entire<br />
research period.<br />
Data analysis occurred throughout the<br />
study using the c<strong>on</strong>stant comparis<strong>on</strong> method<br />
from the traditi<strong>on</strong> of c<strong>on</strong>structivist grounded<br />
theory for data analysis (Charmaz, 2005a,<br />
2006; Glaser & Strauss, 1967; Strauss &<br />
Corbin, 1990). In this case study, the educati<strong>on</strong>al<br />
process for students at the Irente Rainbow<br />
School was the focus. Key c<strong>on</strong>cepts included<br />
cultural beliefs about disability, various<br />
influences <strong>on</strong> the curriculum, <strong>and</strong> the participati<strong>on</strong><br />
of the students in the local community.<br />
Initial decisi<strong>on</strong>s about data collecti<strong>on</strong><br />
were guided by my knowledge of the phenomen<strong>on</strong><br />
<strong>and</strong> further decisi<strong>on</strong>s about data collecti<strong>on</strong><br />
were made during the process based <strong>on</strong><br />
the analysis of data gathered (Glaser &<br />
Strauss, 1967).<br />
To ensure credibility of my findings, I utilized<br />
prol<strong>on</strong>ged engagement in the field including<br />
daily visits to the school over ten<br />
m<strong>on</strong>ths, participant observati<strong>on</strong>, interviews,<br />
<strong>and</strong> document collecti<strong>on</strong>. I also used a research<br />
assistant to help with transcripti<strong>on</strong> <strong>and</strong><br />
translati<strong>on</strong> to check for the accuracy of meanings.<br />
Finally, I used five peer debriefers, who<br />
had knowledge of special educati<strong>on</strong>, research<br />
methodology, <strong>and</strong> the school <strong>and</strong> local community,<br />
to review the data <strong>and</strong> coding. To<br />
ensure the validity of the data I used five strategies<br />
outlined by McMillan <strong>and</strong> Schumacher<br />
(2006): prol<strong>on</strong>ged time in the field; in-depth<br />
interviews; triangulati<strong>on</strong> of interviews; observati<strong>on</strong>,<br />
<strong>and</strong> documents; member checks; <strong>and</strong><br />
peer debriefing.<br />
Results<br />
C<strong>on</strong>ceptual Framework<br />
Using grounded theory, a unique c<strong>on</strong>ceptual<br />
framework that combines the work of three<br />
groups of scholars explaining the global <strong>and</strong><br />
local forces impacting the school, community,<br />
the curriculum, <strong>and</strong> the pedagogy emerged.<br />
Br<strong>on</strong>fenbrenner’s bioecological model (1992)<br />
was employed to explain how community<br />
characteristics <strong>on</strong> a global level influence the<br />
views of disability <strong>and</strong> community life. Within<br />
the local c<strong>on</strong>text, the c<strong>on</strong>tent of the curriculum<br />
at IRS is based <strong>on</strong> local funds of knowledge<br />
important to family life <strong>and</strong> local culture.<br />
Funds of knowledge illuminate the<br />
critical skills necessary for survival <strong>and</strong> success<br />
as members of the Lushoto community<br />
(G<strong>on</strong>zález, Moll, & Amanti, 2005). Figure 1<br />
represents the overall model of the study<br />
showing the relati<strong>on</strong>ships am<strong>on</strong>g Br<strong>on</strong>fenbrenner,<br />
funds of knowledge, <strong>and</strong> Rogoff’s<br />
cultural traditi<strong>on</strong>s of instructi<strong>on</strong> (St<strong>on</strong>e-Mac-<br />
D<strong>on</strong>ald, 2010).<br />
To underst<strong>and</strong> the pedagogy of the school,<br />
I examined the instructi<strong>on</strong>al traditi<strong>on</strong>s described<br />
by Rogoff <strong>and</strong> colleagues (2007). At<br />
the school, they use the instructi<strong>on</strong>al model of<br />
intent community participati<strong>on</strong> to teach social<br />
<strong>and</strong> vocati<strong>on</strong>al skills. In this model, adults <strong>and</strong><br />
students work together <strong>on</strong> daily activities in<br />
their community <strong>and</strong> learning occurs through<br />
feedback, modeling, <strong>and</strong> participati<strong>on</strong>. On<br />
the other h<strong>and</strong>, math <strong>and</strong> literacy were taught<br />
using rote methods based <strong>on</strong> assembly-line<br />
instructi<strong>on</strong> (which is the comm<strong>on</strong> form of<br />
teaching employed in most Tanzanian public<br />
schools). This model views the teacher as the<br />
expert, pencil <strong>and</strong> paper activities are comm<strong>on</strong>,<br />
<strong>and</strong> students dem<strong>on</strong>strate their knowledge<br />
through questi<strong>on</strong>s <strong>and</strong> answers.<br />
At the Irente Rainbow School, the teachers<br />
utilized <strong>and</strong> augmented the “funds of knowledge”<br />
the students gain from family <strong>and</strong> the<br />
community. G<strong>on</strong>zalez et al. (2005) define<br />
“funds of knowledge” as “historically accumulated<br />
<strong>and</strong> culturally developed bodies of<br />
knowledge <strong>and</strong> skills essential for household<br />
or individual functi<strong>on</strong>ing <strong>and</strong> well-being” (p.<br />
72). In order to be successful participants in<br />
the community, Irente Rainbow School teachers<br />
“must look bey<strong>on</strong>d the school itself to<br />
underst<strong>and</strong> local meanings <strong>and</strong> the impact of<br />
schooling” (G<strong>on</strong>zalez et al., p. 40). While students<br />
with disabilities may be seen as lacking<br />
basic skills <strong>and</strong> “viewed with a lens of deficiencies<br />
[<strong>and</strong> as] subst<strong>and</strong>ard in their socializati<strong>on</strong><br />
practices, language practices, <strong>and</strong> orientati<strong>on</strong><br />
toward scholastic achievement,” the acquisiti<strong>on</strong><br />
<strong>and</strong> applicati<strong>on</strong> of these funds of knowledge<br />
may help them to be more successful<br />
members of society (G<strong>on</strong>zalez et al., p. 34). At<br />
Life in the Community: A Tanzanian Perspective / 259