Reading the signs: A semiotic perspective of inclusive practice  

Oleh:

Haas, Nancy Stockall

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Awareness (Full Text) vol. 7 no. 4 (1998), page 192-205.
Fulltext: 7.4.192-205.pdf (215.89KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LAW/6 Non-tandon: tidak ada Tandon: 1

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Isi artikel

This conceptual paper illustrates how applied semiotics can uncover hidden' assumptions of school practices for students with disabilities. These school practices or 'microtechniques' {Foucault, 1980) represent language as a multiple sign system that serves to empower or disempower students in inclusive settings. An awareness of language as a multiple sign system allows teachers to view intervention strategies as dynamic processes rather than static structures to be learned and remembered. Thus, teachers learn how language connects people through symbolic means, inviting some members into the larger community while marginalising others.

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