Drawing on a three-year post-critical ethnography, this volume counters deficit-based notions of disability to present a new social and dialogic theory of thinking and learning for students with significant support needs.
Drawing on a three-year post-critical ethnography, this volume counters deficit-based notions of disability to present a new social and dialogic theory of thinking and learning for students with significant support needs.
Karen A. Erickson is the David E. & Dolores J. Yoder Distinguished Professor and Director of the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA Charna D'Ardenne is Assistant Professor at the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA Nitasha M. Clark is Research Affiliate with the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA David A. Koppenhaver is Professor in the Reading Education and Special Education Department at Appalachian State University, USA George W. Noblit is Joseph R. Neikirk Distinguished Professor of Sociology of Education Emeritus at the University of North Carolina at Chapel Hill, USA
Inhaltsangabe
Part 1: Challenges in Studying Thinking and Learning in Students with Significant Support Needs 1: On Teaching versus Learning: An Introduction 2: Productive Mistakes Part 2: Restrictive Contexts for Thinking and Learning 3: The Discursive Construction of Dis/Ability 4: Praise and Patterns of Instructional Practice (with Sofia Benson-Goldberg, PhD, CCC/SLP) 5: The Intersection of Race and Severe Disability 6: Enacting Imprisonment on Students with Significant Support Needs Part 3: Students with Significant Support Needs Demonstrate Thinking and Learning 7: Students Asserting Themselves and Resisting the Hidden Curriculum 8: Students Demonstrating Smartness Outside the Constraints of Schooling 9: Agency Through Relation and Relation Through Agency 10: The Intersection of Structure and Sanction with Initiation and Persistence Part 4: Relations at the Core of Teaching and Learning 11: Being with to Achieve Shared Perceptual and Emotional Awareness 12: Engaging in Dialogue without Conventional Language 13: Embodiment and Its Role in Extended Dialogue and Narrative 14: Radical Possibilities Beyond the Horizon
Part 1: Challenges in Studying Thinking and Learning in Students with Significant Support Needs 1: On Teaching versus Learning: An Introduction 2: Productive Mistakes Part 2: Restrictive Contexts for Thinking and Learning 3: The Discursive Construction of Dis/Ability 4: Praise and Patterns of Instructional Practice (with Sofia Benson-Goldberg, PhD, CCC/SLP) 5: The Intersection of Race and Severe Disability 6: Enacting Imprisonment on Students with Significant Support Needs Part 3: Students with Significant Support Needs Demonstrate Thinking and Learning 7: Students Asserting Themselves and Resisting the Hidden Curriculum 8: Students Demonstrating Smartness Outside the Constraints of Schooling 9: Agency Through Relation and Relation Through Agency 10: The Intersection of Structure and Sanction with Initiation and Persistence Part 4: Relations at the Core of Teaching and Learning 11: Being with to Achieve Shared Perceptual and Emotional Awareness 12: Engaging in Dialogue without Conventional Language 13: Embodiment and Its Role in Extended Dialogue and Narrative 14: Radical Possibilities Beyond the Horizon
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