Activity: Take it Further

Reminder: this content is not mandatory for completing the module but is designed to further your learning.

Read the PDF attached: Jones, S.E. (2024) 'Raising awareness isn't enough: The role of the psychology of education in disability-related justice and inclusion in primary classrooms', Psychology of Education Review. https://eresearch.qmu.ac.uk/handle/20.500.12289/13653 (available on the next page) and consider the critical reflection questions below.  

Audio version with closed captions available here: https://youtu.be/PkLYCfaytkU?si=1MK17HqpMXkGKlkw. 

The image shows four girls sitting in a circle on some grass with some trees in the background, each girl is playing with a different doll, which all seem to represent a disability. Two girls on the right-hand side have light red hair, the one closest to the camera is wearing a denim jacket and a black skirt, and is looking at the grass. The girl next to her is wearing a white top and is looking towards the girl with dark hair on her other side, who is playing with her doll's blonde hair. This doll is wearing a pinafore and is using crutches. The next girl has dark brown hair is wearing a headband, a white top, black trousers and is playing with a doll using a wheelchair.

 

  1. The Impact of Disability Representation in Education Materials: 

    How might the lack of representation of disabled individuals in educational materials and classroom environments affect the experiences of both disabled and non-disabled students?

  2. Perceptions and Attitudes Towards Disability: 

    How do societal perceptions and attitudes towards disability influence the experiences of disabled individuals within educational settings?

  3. Intersectionality and Disability Justice: 

    How do intersecting identities, such as race, gender, and socio-economic status, intersect with disability to shape educational experiences and outcomes? 

Last modified: Wednesday, 17 June 2026, 2:31 PM