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010 a| 2019951120;

020 a| 9780190844868q| (hardback);

020 z| 9780190844882q| (epub);

020 z| 9780190844875q| (pdf);

035 a| (WaSeSS)ssj0002405951;

040 a| DLCb| engc| DLCd| WaSeSS;

042 a| pcc;

049 a| EREEa| NEHH;

050 00 a| LC4019b| .K39 2020;

100 1 a| Kayama, Misa.?| UNAUTHORIZED;

245 10 a| Disability, stigmatization, and children's developing selvesh| [electronic resource] :b| insights from educators in Japan, south Korea, Taiwan, and the U.S. /c| Misa Kayama, Assistant Professor at the University of Mississippi Oxford Campus in the School of Applied Sciences, Department of Social Work [and four others].;

260 a| New York, NY :b| Oxford University Press,c| [2020];

300 a| xvi, 291 pages :b| illustrations ;c| 25 cm.;

490 0 a| Child development in cultural context;

504 a| Includes bibliographical references (pages 259-280) and index.;

506 a| Available only to authorized users.;

520 a| "Stigmatization is part of the everyday lives of children with disabilities, their families and friends. Negative social encounters, even with perfect strangers, can dampen joyful occasions, add stress to challenging situations, and lead to social isolation. In this book, we describe a program of research spanning a decade that seeks to understand disabilities in their developmental and cultural contexts. We are especially interested in understanding adults' socialization practices that promise to reduce stigmatization in the next generation. Guided by developmental cultural psychology, including the concept of "universalism without uniformity", we focus on the understandings and responses to disability and associated stigmatization of elementary-school educators practicing in Japan, Taiwan, South Korea and the US. Educators from all four cultural groups expressed strikingly similar concerns about the impact of stigmatization on the emerging cultural self, both of children with disabilities and their typically developing peers. Educators also described culturally nuanced socialization goals and practices pertaining to inclusive education. In Japan, for instance, educators emphasized the importance of peer group belonging and strategies to support the participation of children with disabilities. In the U.S., educators placed relatively more emphasis on individual development and discussed strategies for the equitable treatment of children with disabilities. Educators in Taiwan and South Korea emphasized the cultivation of compassion in typically developing children. The understanding gained through examination of how diverse individuals address common challenges using cultural resources available in their everyday lives provides important lessons for strengthening theory, policy and programs"--c| Provided by publisher.;

538 a| Mode of access: World Wide Web;

650 0 a| Children with disabilitiesx| Educationv| Cross-cultural studies.=| ^A673;

650 0 a| Stigma (Social psychology)=| ^A143779;

650 0 a| Child developmentv| Cross-cultural studies.=| ^A413436;

650 0 a| Children with disabilitiesx| Psychology.=| ^A5569;

655 0 a| Electronic books.=| ^A491897;

710 2 a| Oxford University Press.=| ^A636469;

856 40 z| Full text available from Oxford Scholarship Onlineu| https://go.openathens.net/redirector/ecu.edu?url=https%3A%2F%2Facademic.oup.com%2Fbook%2F32262;

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Disability, stigmatization, and children's developing selves insights from educators in Japan, south Korea, Taiwan, and the U.S. / Misa Kayama, Assistant Professor at the University of Mississippi Oxford Campus in the School of Applied Sciences, Department of Social Work [and four others].

Author/creator	Kayama, Misa
Other author	Oxford University Press.
Format	Electronic
Publication Info	New York, NY : Oxford University Press, [2020]
Description	xvi, 291 pages : illustrations ; 25 cm.
Supplemental Content	Full text available from Oxford Scholarship Online
Subjects	Children with disabilities--Education. --Cross-cultural studies. Stigma (Social psychology) Child development--Cross-cultural studies. Children with disabilities--Psychology.

Series	Child development in cultural context
Abstract	"Stigmatization is part of the everyday lives of children with disabilities, their families and friends. Negative social encounters, even with perfect strangers, can dampen joyful occasions, add stress to challenging situations, and lead to social isolation. In this book, we describe a program of research spanning a decade that seeks to understand disabilities in their developmental and cultural contexts. We are especially interested in understanding adults' socialization practices that promise to reduce stigmatization in the next generation. Guided by developmental cultural psychology, including the concept of "universalism without uniformity", we focus on the understandings and responses to disability and associated stigmatization of elementary-school educators practicing in Japan, Taiwan, South Korea and the US. Educators from all four cultural groups expressed strikingly similar concerns about the impact of stigmatization on the emerging cultural self, both of children with disabilities and their typically developing peers. Educators also described culturally nuanced socialization goals and practices pertaining to inclusive education. In Japan, for instance, educators emphasized the importance of peer group belonging and strategies to support the participation of children with disabilities. In the U.S., educators placed relatively more emphasis on individual development and discussed strategies for the equitable treatment of children with disabilities. Educators in Taiwan and South Korea emphasized the cultivation of compassion in typically developing children. The understanding gained through examination of how diverse individuals address common challenges using cultural resources available in their everyday lives provides important lessons for strengthening theory, policy and programs"-- Provided by publisher.
Bibliography note	Includes bibliographical references (pages 259-280) and index.
Access restriction	Available only to authorized users.
Technical details	Mode of access: World Wide Web
Genre/form	Electronic books.
LCCN	2019951120
ISBN	9780190844868 (hardback)
ISBN	(epub)
ISBN	(pdf)

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Disability, stigmatization, and children's developing selves insights from educators in Japan, south Korea, Taiwan, and the U.S. / Misa Kayama, Assistant Professor at the University of Mississippi Oxford Campus in the School of Applied Sciences, Department of Social Work [and four others].

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