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Full-Text Articles in Education
Life In Inclusive Classrooms: Storytelling With Disability Studies In Education
Life In Inclusive Classrooms: Storytelling With Disability Studies In Education
Occasional Paper Series
No abstract provided.
Hitting The Switch: ¡Sí Se Puede!, Stephanie Alberto, Andrea Fonseca, Sandra J. Stein
Hitting The Switch: ¡Sí Se Puede!, Stephanie Alberto, Andrea Fonseca, Sandra J. Stein
Occasional Paper Series
Takes us 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 ¡Sí 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.
Eclipsing Expectations: How A Third Grader Set His Own Goals (And Taught Us All How To Listen), Diane L. Berman, David J. Connor
Eclipsing Expectations: How A Third Grader Set His Own Goals (And Taught Us All How To Listen), Diane L. Berman, David J. Connor
Occasional Paper Series
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.
Disability Studies In Education: Storying Our Way To Inclusion, Joseph M. Valente, Scot Danforth
Disability Studies In Education: Storying Our Way To Inclusion, Joseph M. Valente, Scot Danforth
Occasional Paper Series
No abstract provided.
Doing The Civil Right Thing: Supporting Children With Disabilities In Inclusive Classrooms, David J. Connor, Kristen Goldmansour
Doing The Civil Right Thing: Supporting Children With Disabilities In Inclusive Classrooms, David J. Connor, Kristen Goldmansour
Occasional Paper Series
David J. Connor and Kristen Goldmansour explore cotaught inclusion classrooms through the lens of the social justice narrative. They write about the parents who asserted “that it was their children’s civil right to be educated within a diverse classroom, one that truly mirrored the nation’s population.” They critique the alternative to inclusion as “segregation,” which results in “devaluation, a loss in cultural capital for individuals” and argue that cotaught classrooms can upend “artificial notions of ‘normalcy’ that have served to diminish and devalue ‘disabled’ children.”