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Highlights
• Pre-service teachershave stereotypes towards pupils with autism, Down syndrome and dyslexia.
• Pupils with Down syndrome, autism and dyslexia are associated with distinctive stereotypes.
• These stereotypes can be classified in three resp. four different dimensions.
Abstract
Stereotypes about pupils with special educational needs are prevalent both in society and among pre- and in-service teachers. However, little is known about the specific stereotypes pre-service teachers associate with autistic pupils, pupils with Down syndrome, and pupils with dyslexia. We explored these in two studies. Study 1 (N=13) involved qualitative interviews to identify potential stereotype content. Study 2 (N=213) used these findings to create a questionnaire to quantify these stereotypes. We found distinct stereotypes associated with all three groups of pupils. For successful inclusion, teachers must recognize the uniqueness of each pupil, including those with different diagnoses.
Practices of rewriting and mouvance are central to medieval culture, but have been neglected by contemporary scholarship. This paper highlights how collaborative forms of writing such as religious song engage with complex theological thought, opening up a discourse from which the laity had previously been excluded. Using forms which defy conventional author-based aesthetic norms, these songs explore poetic practices which are both collective and inclusive.