Eliminating ableism in education

Harvard Educational Review

Volumn 72, Issue 1, 2002, Pages 1-32

  Hehir, Thomas ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036013005     PISSN: 00178055     EISSN: None     Source Type: Journal    
DOI: 10.17763/haer.72.1.03866528702g2105     Document Type: Review

References (55)

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2. How much time should students with severe intellectual disabilities spend in regular education classrooms and elsewhere?
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4. Lessons from life: Personal and parental perspectives on school, childhood and disability
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6. Inclusive schools movement and the radicalization of special education reform
7. What's "special" about special education?
8. Inclusion, school restructuring, and the remaking of American society
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11. The Braille literacy crisis for children
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13. Assessment of students with disabilities in Kentucky: Inclusion, student performance, and validity
14. The education of deaf children: Drowning in the mainstream and the sidestream
15. Rethinking learning disabilities
16. Why special education isn't special
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18. Will the courts go bi-bi? IDEA 1997, the courts and deaf education
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20. Ableism curriculum design
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22. Fostering healthy self esteem: Part one
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24. The special education paradox: Equity as the way to excellence
25. Backtalk: The brother in the wheelchair
26. The influence of early manual communication on the linguistic development of deaf children
27. Preventing school violence: The use of office discipline referrals to assess and monitor school-wide discipline interventions
28. Standards-based reform and students with disabilities: Reflections on a decade of change
29. Individual differences in response to early intervention in reading: The lingering problem of treatment resisters
30. To assure the free and appropriate public education of all children with disabilities
31. To assure the free and appropriate public education of all children with disabilities
32. What could I know of racism?
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34. More on the effects of early manual communication on the cognitive development of deaf children