This text engages prospective and practicing K-12 teachers in understanding disability and teaching within the contexts of school, community, and the broader society, and in examining their personal theories and beliefs about disability and education the topic.
This text engages prospective and practicing K-12 teachers in understanding disability and teaching within the contexts of school, community, and the broader society, and in examining their personal theories and beliefs about disability and education the topic.
Produktdetails
Produktdetails
Reflective Teaching and the Social Conditions of Schooling Series
Susan L. Gabel is a Professor of Disability and Equity in Education at the National College of Education, Chicago, IL, USA. David John Connor is an Associate Professor of Special Education/Learning Disabilities at Hunter College, New York, NY, USA.
Inhaltsangabe
Contents Series Preface Preface Acknowledgments I. CASE STUDIES AND REACTIONS Introduction to Case 1 Case 1: "Inclusion Tension" Reader Reactions to "Inclusion Tension" Reactions to "Inclusion Tension" Reader Reactions Summary and Additional Questions Introduction to Case 2 Case 2: "Ableism at Forest Run Elementary" Reader Reactions to "Ableism at Forest Run Elementary" Reactions to "Ableism at Forest Run Elementary" Reader Reactions Summary and Additional Questions Introduction to Case 3 Case 3: "Race, Place, and the Search for Solutions" Reader Reactions to "Race, Place, and the Search for Solutions" Reactions to "Race, Place, and the Search for Solutions" Reader Reactions Summary and Additional Questions Introduction to Case 4 Case 4: "Martin Louis, Special Educator?" Reader Reactions to "Martin Louis, Special Educator?" Reactions to "Martin Louis, Special Educator?" Reader Reactions Summary and Additional Questions Reader Reactions to the Four Cases Reactions to the Four Cases II. PUBLIC ARGUMENTS A "Conservative" View: Rewarding Achievement, Maintaining Tradition A "Liberal-Progressive" View: Celebrating Diversity, Creating Equity A "Disability-Centered" View: Acknowledging Difference, Deconstructing Normalcy III. A FINAL ARGUMENT, AND SOME SUGGESTIONS AND RESOURCES FOR FURTHER REFLECTION Disability, Teaching, and Schools: An Abbreviated View Exercises for Further Reflection Conclusion APPENDIX A: Personal Narratives APPENDIX B: Useful Websites References Index
Contents Series Preface Preface Acknowledgments I. CASE STUDIES AND REACTIONS Introduction to Case 1 Case 1: "Inclusion Tension" Reader Reactions to "Inclusion Tension" Reactions to "Inclusion Tension" Reader Reactions Summary and Additional Questions Introduction to Case 2 Case 2: "Ableism at Forest Run Elementary" Reader Reactions to "Ableism at Forest Run Elementary" Reactions to "Ableism at Forest Run Elementary" Reader Reactions Summary and Additional Questions Introduction to Case 3 Case 3: "Race, Place, and the Search for Solutions" Reader Reactions to "Race, Place, and the Search for Solutions" Reactions to "Race, Place, and the Search for Solutions" Reader Reactions Summary and Additional Questions Introduction to Case 4 Case 4: "Martin Louis, Special Educator?" Reader Reactions to "Martin Louis, Special Educator?" Reactions to "Martin Louis, Special Educator?" Reader Reactions Summary and Additional Questions Reader Reactions to the Four Cases Reactions to the Four Cases II. PUBLIC ARGUMENTS A "Conservative" View: Rewarding Achievement, Maintaining Tradition A "Liberal-Progressive" View: Celebrating Diversity, Creating Equity A "Disability-Centered" View: Acknowledging Difference, Deconstructing Normalcy III. A FINAL ARGUMENT, AND SOME SUGGESTIONS AND RESOURCES FOR FURTHER REFLECTION Disability, Teaching, and Schools: An Abbreviated View Exercises for Further Reflection Conclusion APPENDIX A: Personal Narratives APPENDIX B: Useful Websites References Index
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