Page 198 - Igor Ž. Žagar in Ana Mlekuž, ur. ▪︎ Raziskovanje v vzgoji in izobraževanju. Ljubljana: Pedagoški inštitut, 2019. Digitalna knjižnica, Dissertationes 37
P. 198
r aziskovanje v vzgoji in izobr aževanju
and the relative occurrence of each search term to reveal how frequently
disability or disabled people were mentioned in the texts.
Within the microanalysis stage, the relevant hits were analysed to
identify how disability was located within the text and what conception of
disability was represented in the text. The basis of this analysis was the con-
cept of the four basic models of disability.
As for revealing ‘hidden assumptions’ about disability and disabled
people (Crawford, 2004: 21), we used linguistic analysis. In this procedure
linguistic forms such as lexicon, agency and action, voice, verbs and adjec-
tives (Ninnes, 2002) were analysed. Finally, the demarcated units were an-
alysed how the constructed representation of disability might influence pu-
pils’ concept of disabled people (Hodkinson, Ghajarieh, & Salami, 2018).
Mapping the concept of disability-related curriculum content and its clas-
sification into models based on the interpretation of keywords and its con-
text. We examined the various phrases and associated their contextual
meaning with the conceptualization of the different models of disability.
Results and discussion
The present research revealed several enablers and barriers presented by the
2012 HNCC to fostering students’ knowledge and positive attitude about
disability at Hungarian schools. One of the most important enablers dis-
closed by the study is that the HNCC incorporates disability, which is sig-
nalled by the multiple inclusion of the term in the document. According to
the analysis of frequency, disability as a curricular content was included in
the HNCC (55 occurrences, 0.098 per 100 words); however, there were no-
table differences across the different subject areas and levels of education
(See Figure 2).
Barriers of teaching about disability presented in the 2012 HNCC were
highlighted by several content-based, coherency and consistency critiques
in the research. The curriculum contains multiple conceptualisations for
disability, providing unclear and mixed messages to educators.
Most of the explicit disability-related curriculum content found in the
HNCC reflects the concept of the medical disability model. According to
this concept, »disability is seen as a medical problem that resides in the in-
dividual. It is a defect or failure of the human body and as such is inherently
abnormal and pathological. The goals of intervention are the cure, develop-
ment of the physical condition to the greatest extent possible, and rehabil-
itation (i.e., the adjustment of the person with the disability to the condi-
198
and the relative occurrence of each search term to reveal how frequently
disability or disabled people were mentioned in the texts.
Within the microanalysis stage, the relevant hits were analysed to
identify how disability was located within the text and what conception of
disability was represented in the text. The basis of this analysis was the con-
cept of the four basic models of disability.
As for revealing ‘hidden assumptions’ about disability and disabled
people (Crawford, 2004: 21), we used linguistic analysis. In this procedure
linguistic forms such as lexicon, agency and action, voice, verbs and adjec-
tives (Ninnes, 2002) were analysed. Finally, the demarcated units were an-
alysed how the constructed representation of disability might influence pu-
pils’ concept of disabled people (Hodkinson, Ghajarieh, & Salami, 2018).
Mapping the concept of disability-related curriculum content and its clas-
sification into models based on the interpretation of keywords and its con-
text. We examined the various phrases and associated their contextual
meaning with the conceptualization of the different models of disability.
Results and discussion
The present research revealed several enablers and barriers presented by the
2012 HNCC to fostering students’ knowledge and positive attitude about
disability at Hungarian schools. One of the most important enablers dis-
closed by the study is that the HNCC incorporates disability, which is sig-
nalled by the multiple inclusion of the term in the document. According to
the analysis of frequency, disability as a curricular content was included in
the HNCC (55 occurrences, 0.098 per 100 words); however, there were no-
table differences across the different subject areas and levels of education
(See Figure 2).
Barriers of teaching about disability presented in the 2012 HNCC were
highlighted by several content-based, coherency and consistency critiques
in the research. The curriculum contains multiple conceptualisations for
disability, providing unclear and mixed messages to educators.
Most of the explicit disability-related curriculum content found in the
HNCC reflects the concept of the medical disability model. According to
this concept, »disability is seen as a medical problem that resides in the in-
dividual. It is a defect or failure of the human body and as such is inherently
abnormal and pathological. The goals of intervention are the cure, develop-
ment of the physical condition to the greatest extent possible, and rehabil-
itation (i.e., the adjustment of the person with the disability to the condi-
198
