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What is Reframing

Chapter 4
Rethinking Perception and Centering the Voices of Unique Individuals: Reframing Autism Inclusion in Praxis
To identify frames and offer up opportunities for new frames (Kaufman et al., 2017 AU77: The in-text citation "Kaufman et al., 2017" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter:
Framing Disability Inclusion: A Literature Review and Self-Reflection by an Individual With Disability
Jessica Block Nerren (California State University, San Bernardino, USA) and Stephanie Rivas (California State University, San Bernardino, USA)
Copyright: © 2022 |Pages: 17
DOI: 10.4018/978-1-6684-5103-8.ch004
Abstract
Framing theory is essential to understanding how inclusion is seen and acted upon. It is a critical theoretical framework for this chapter and the book as a whole to understand when discussing reframing autism inclusion in praxis. Framing theory is a theory that sees the chaos in the world through frames that inform ideas, beliefs, and values. In order to know inclusion, framing theory can assist in guiding research and scholarly discussion about the concept, both in education and in communication alike. Framing theory is a theory which frames, meaning that framing theory describes a world where frames inform both perception and action reality.
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Chapter 8
The Public Relations of Inclusion: Teacher Preparation, UDL, and Reframing for Autism Inclusion
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Chapter 43
Participatory and Appreciative Action and Reflection in Adult Learning: Transformation as Appreciative Reflection
It is the process by which one modifies his/her way of seeing things, interpreting situations and acting.
Published in Chapter: Participatory and Appreciative Action and Reflection in Adult Learning: Transformation as Appreciative Reflection; From: Encyclopedia of Information Communication Technologies and Adult Education Integration
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Chapter 7
Non-Violent Teaching and Parenting of Young Children: Emulating Optimal Conflict Resolution
In conflict process, changing a description to emphasize the essential content or meaning productively or positively.
Published in Chapter: Non-Violent Teaching and Parenting of Young Children: Emulating Optimal Conflict Resolution; From: Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools
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Chapter 11
Preventing and Transforming Violence: Mindfulness and Conflict Skills
In conflict process, changing a description to emphasize the essential content or meaning productively or positively.
Published in Chapter: Preventing and Transforming Violence: Mindfulness and Conflict Skills; From: Preventing and Reducing Violence in Schools and Society
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Chapter 5
Reframing as Defining in Student Affairs: Co-Curricular Learning Through a Different Lens
Viewing situations, events, relationships, and experiences through a different perspective that results in new thinking or behaviors.
Published in Chapter: Reframing as Defining in Student Affairs: Co-Curricular Learning Through a Different Lens; From: Applying Design Thinking to the Measurement of Experiential Learning
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