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Author: Srikala Naraian Publisher: Peter Lang Us ISBN: 9781433184789 Category : Children with disabilities Languages : en Pages : 166
Book Description
The purpose of this book is to understand the ways that teachers' engagement with schooling contexts produces forms of inclusive practice that are varied, unpredictable and shifting. Our purpose is not to critique these teachers, nor to hold them up somehow as exemplary inclusive educators.
Author: Srikala Naraian Publisher: Peter Lang Us ISBN: 9781433184789 Category : Children with disabilities Languages : en Pages : 166
Book Description
The purpose of this book is to understand the ways that teachers' engagement with schooling contexts produces forms of inclusive practice that are varied, unpredictable and shifting. Our purpose is not to critique these teachers, nor to hold them up somehow as exemplary inclusive educators.
Author: Cassidy, Kimberly Dianne Publisher: IGI Global ISBN: 1799873617 Category : Education Languages : en Pages : 235
Book Description
The lives of students with disabilities need to be told in ways that inform preservice teachers about the work involved to legally and morally meet the needs of these students. Hearing the positive and negative experiences of students with disabilities from elementary through college can inform preservice teachers as well as potentially prevent them from repeating some of the same mistakes. The richness of the personal stories of these students and how their experiences can shape the future for students like them offers teachable moments for professors and preservice teachers to use in classrooms. Advising Preservice Teachers Through Narratives From Students With Disabilities heralds the stories of students with disabilities as they trace their journey from the PK-12 setting into university and adult life and addresses aspects that any new teacher must know in order to meet the needs of today's PK-12 classrooms. Covering topics such as social justice, virtual learning, and faculty convenience, it is ideal for preservice teachers, practicing teachers, administrators, professors, researchers, academicians, and students.
Author: Shelley Moore Publisher: Portage & Main Press ISBN: 1553796993 Category : Education Languages : en Pages : 90
Book Description
In this bestseller, Shelley Moore explores the changing landscape of inclusive education. Presented through real stories from her own classroom experience, this passionate and creative educator tackles such things as inclusion as a philosophy and practice, the difference between integration and inclusion, and how inclusion can work with a variety of students and abilities. Explorations of differentiation, the role of special education teachers and others, and universal design for learning all illustrate the evolving discussion on special education and teaching to all learners. This book will be of interest to all educators, from special ed teachers, educational assistants and resource teachers, to classroom teachers, administrators, and superintendents.
Author: Bank Street College of Education Publisher: ISBN: Category : Languages : en Pages : 152
Book Description
This issue of the Occasional Papers Series aims to draw attention to the use of storytelling as a medium for provoking dialogue about inclusive classrooms and school communities. It offers readers stories of classroom life that provide insights into understanding the complexities that make up the lives of children with disabilities, their families, and teachers. The nine contributions to this issue include lived narratives and analyses presented from a wide range of useful subject positions: parents, general and special education teachers, researchers, advocates, siblings, and persons who are themselves disabled. The introduction titled, "Disability Studies in Education: Storying Our Way to Inclusion," was written by Joseph Michael Valente and Scot Danforth. The opening essay by Diane Linder Berman and David J. Connor, "Eclipsing Expectations: How A 3rd Grader Set His Own Goals (And Taught Us All How to Listen)," kicks off with a description of an illuminating journey through the eyes of a parent, Diane, who wanted a more inclusive experience for her son Benny. For Diane and Benny, this meant becoming meaningful participants not only in Benny's own classroom community but in the Individualized Education Program (IEP) meetings that determined his educational goals. David uses a DSE framework to analyze and highlight the importance of context, as opposed to focusing on the disability condition, in enacting inclusionary practices. The authors argue for an "adhocratic" model of education that views children, educators, and parents as allies. In "Teaching Stories: Inclusion/exclusion and Disability Studies," Linda Ware and Natalie Wheeler-Hatz describe an exceptional collaboration between a university teacher-educator, Linda, and a public school teacher, Natalie. Together they develop a "Teaching Stories" in-service workshop for Natalie's colleagues to learn about disability studies, as well as a curriculum for her fifth grade class. Teaching Stories participants engage in self-reflection to examine personal biases about disability, use media to critically review representations of disability, and learn how to harness the potential of young adult literature to provide illustrative, non-deficit perspectives on disabilities. Louis Olander, an Iraqi war veteran and special education teacher in New York City, crafts a powerful story about his experiences coming to terms with a diagnosis of Post-Traumatic Stress Disorder and navigating the quandaries and everyday realities of what he terms "quasi-inclusion." In "Rethinking Those Kids: Lessons Learned From a Novice Teacher's Induction into In/Exclusion," Louis argues for reframing inclusionary practices as pedagogies for equity that attend to the intersectional dynamics of race, class, and disability. He also encourages more local control over the implementation of inclusionary classroom practices. Inspired by Vivian Paley's storying scholarship, the essay "The Unfolding of Lucas's Story in an Inclusive Classroom: Living, Playing, and Becoming in the Social World of Kindergarten," tells stories about a vibrant kindergartner named Lucas through the viewpoints of his mother (Emma), teacher (Carmen), and teacher-educator (Haeny). In this multi-voiced story, the narrative centers on Lucas and shifts outward toward those orbiting Lucas's wondrously playful universe. The magic of Lucas's unfolding story is in the ways it disrupts conventional discourses about labels, interventions, and imposed meanings of Autism Spectrum Disorder (ASD). Karen Watson's ethnographic study, "Talking Tolerance Inside the 'Inclusive' Early Childhood Classroom" provides an inside look into what the Australian government calls "inclusive learning communities." This term emerges from a national early-years learning framework that highlights ability and disability as diversity. Following the course of a six-month period in three "inclusive" early childhood classrooms, Karen offers an account of the transformative potential of inclusion in contrast to the harmful effects of teaching tolerance. Tolerance, as Karen's study reveals, preserves the dualism of normal versus abnormal (or Other) and hinders critical reflection about ableist assumptions. "Hitting the Switch: ŁS ̕se puede!" takes the reader into the lifeworld of first-grader Jason at Castle Bridge Elementary School, a public, dual-language school in New York City. Written by Jason's teachers Stephanie and Andrea in conjunction with his mother Sandra, this essay puts forward the ethos ŁS ̕se puede! (Yes, you can!), which relies on children's empathy and calls for a collective response to inclusion. "Hitting the Switch" concludes with practical suggestions for creating an inclusive space for children who use assistive communicative devices so that they can become meaningful participants in the classroom community. Emily Clark's "I [Don't] Belong Here: Narrating Inclusion at the Exclusion of Others," privileges the voices of families in their quest for inclusive education. Borrowing from narrative research and Disability Studies in Education, Emily tells the story of her adoptive siblings Maria and Isaac, who were orphaned by AIDS. She explores the paradox of inclusion which is that it sometimes, if not oftentimes, fails and results in exclusion. A chief reason for the failure of inclusion, Emily argues, is that children with real and perceived differences challenge the "grammar" of schooling--that is, they stand out for their differences. A beautifully crafted ethnographic description of a rural Midwestern middle school, "Lunch Detention: Our Little Barred Room," by Lisa A. Johnson, pulls back the "facades of inclusion" to reveal emotional violence and deep-seated discriminatory practices against special education students. Lisa, herself blind, describes how she was approached by an administrator to take over the role of lunch detention supervisor for the "little barred room." In a short time, the "little barred room" becomes a place of refuge for Lisa and the other students, who share stories of friendship and create an inclusive space that empowers them to challenge a culture of oppression. Melissa Tsuei's "A Circle With Edges: How Storytime Privileges the Abled Learner," takes a critical look at one of the commonplace features of early childhood classrooms--story time. In her essay, Melissa considers the ways in which story time reinforces unequal power dynamics for diverse learners by privileging the able-bodied learner. In response, Melissa creates and presents the SPHERE model, which promotes active engagement and shared dialogue through collaborative storytelling and nurtures an inclusive literacy-learning environment. Taken together, these essays are intended to offer readers an applied DSE approach to inclusive classroom pedagogy. These essays frame disability and the lives of young children with disabilities in ways that: privilege the self-understandings and experiential knowledge of the children and their families; illuminate oppressive systems, arrangements, and circumstances that deny them opportunities for access to participation and equality; and create opportunities for greater levels of access, participation, and equality for them. It is the hope that these essays will further amplify and provoke unending discussions about how to create and sustain genuinely inclusive classrooms and communities. (Individual papers contain references.).
Author: Florian Kiuppis Publisher: Disability Studies in Education ISBN: 9781433126963 Category : Children with disabilities Languages : en Pages : 0
Book Description
This edited volume discusses UNESCO's contributions to inclusive education over the past 20 years, the normative and technical leadership roles this organization has been playing together with its peers and competitors in educational development, and the current status of this issue in academic debates, as well as conceptualizations from different cultures. The chapters reflect and critically discuss a range of positions on the relation between inclusive education, education for all, and special needs education and particularly express the role disability plays in these thematic contexts. The book brings to light that although the term inclusive education is commonly associated with people with disabilities, there are contexts - e.g., research strands on school development in the UK - in which inclusive education is considered as an approach in which the focus of special (needs) education is widened in terms of the target group, reaching out to the heterogeneity of learners, thus taking diversity as a starting point for educational theory and practice. This book highlights the differences in narratives of inclusive education in the United States and abroad and is intended to bridge the various approaches to the study of inclusive education and disability, particularly in the US, the UK, and the Nordic countries within Europe. Although academics and students in Disability Studies are the target audience, the book is also of high relevance to policy makers in the growing field of inclusive education, as well as being potentially interesting for practitioners in education and social work.
Author: Cathy Nutbrown Publisher: SAGE ISBN: 1446233448 Category : Education Languages : en Pages : 181
Book Description
' This is a book for those who want to find more, to broaden their own perceptions and understanding of inclusion and to base their own practice on research, and as such would interest and inform any practitioner from managers to students.'- Early Years Update 'This text is a 'must buy' for anyone interested in inclusive education in the early years... A particular strength of the book is the way in which the everyday experiences of children, parents and practitioners are discussed in relation to educational theory... Perhaps the greatest strength of the book though, lies in the way that ideas are based on research findings are presented so clearly. It will almost certainly be nominated for this year's NASEN/TES academic book award and deservedly so' - SENCO Update 'Refreshingly, in this book, inclusion is not about a narrow group of students defined as 'special' but about increasing the participation of everybody involved in early years settings. It is about reducing the exclusion of all children, their families and communities. It is also about the practitioners who work with them, whose involvement in decisions in their own workplace is critical if they are to support the participation of children. It is rich with experience, from the UK and internationally, building up an understanding of education from stories of encounters with children and their families. This book will help readers to escape from the confines of considering children, and the difficulties they encounter, through the constricting and distorting lens of special educational needs' - Tony Booth, Professor of Inclusive and International Education Canterbury Christ Church University 'Fascinating reading ... bound to inform discussions and encourage early years practicioners to develop and reflect on their own practices ... I will be recommending this book to colleagues and adding it to my essential reading list for students' - Nursery World 'A very helpful book which both challenges and informs... [It] brings together important evidence to help us find a positive way forward' - Early Education 'Well-written and accessible... The book is rich with the reported experiences and ideas of educators and provides clear pointers for further research and discussion. It will serve as an excellent stimulus for educators in any early-years setting who are seeking to develop their own agreed philosophy and inclusive practices' - Support For Learning By identifying and discussing key research studies on inclusion in the early years, and drawing on studies of practitioners’ views and experiences of working inclusively, this insightful text shows how practices in a range of early years settings can be influenced by the attitudes and responses of adults in those settings. The authors argue for a broad definition of inclusion, not limited to those with learning difficulties or impairment, but addressing factors affecting all members of the learning community. Key factors which can make inclusion successful are highlighted, including curriculum and pedagogy, professional development and work with parents. The book shows how working inclusively involves all members of the setting community, and presents a number of original stories (generated from a recent research project carried out by the authors) of how the lives of practitioners, parents and children have been affected by inclusive and non- inclusive practices. This is an essential text for all early years students, practitioners and researchers who want to become familiar with current research into inclusion and to develop ways of drawing on such studies to inform and develop their own inclusive practices.
Author: Alison G. Dover Publisher: Teachers College Press ISBN: 0807766402 Category : Education Languages : en Pages : 177
Book Description
"Learn how to enact curricular, pedagogical, and policy shifts that nourish students' linguistic repertoires. Drawing on their experience working with educators and students in grades 7-12, the authors challenge readers to transform their approach to languaging, agency, and authority in the classroom. Strategies come alive through classroom vignettes and examples of student work"--
Author: David J. Connor Publisher: Peter Lang ISBN: 9780820488042 Category : Education Languages : en Pages : 436
Book Description
Urban Narratives foregrounds previously silenced voices of young people of color who are labeled disabled. Overrepresented in special education classes, yet underrepresented in educational research, these students - the largest group within segregated special education classes - share their perceptions of the world and their place within it. Eight 'portraits in progress' consisting of their own words and framed by their poetry and drawings, reveal compelling insights about life inside and out of the American urban education system. The book uses an intersectional analysis to examine how power circulates in society throughout and among historical, cultural, institutional, and interpersonal domains, impacting social, academic, and economic opportunities for individuals, and expanding or circumscribing their worlds.
Author: Srikala Naraian
Author: Srikala Naraian
Author: Cassidy, Kimberly Dianne
Author: Shelley Moore
Author: Bank Street College of Education
Author: Florian Kiuppis
Author: Cathy Nutbrown
Author: UNESCO
Author: Alison G. Dover
Author: David J. Connor
Author: Paula Kalaja