Editor: Peter Garrett (University of Cardiff)
Review editor: Terry Shortall (University of Birmingham)
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Volume: 7 Number: 4 Page: 192–205
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Reading the Signs: A Semiotic Perspective of Inclusive Practice
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Nancy Stockall Haas
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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.
© Multilingual Matters 1998
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