Institutional stories and self-stories: Investigating peer interpretations of significant disability

International Journal of Inclusive Education

Volumn 12, Issue 5-6, 2008, Pages 525-542

  Naraian, Srikala ^a  

^a Columbia University ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 61849129300     PISSN: 13603116     EISSN: 14645173     Source Type: Journal    
DOI: 10.1080/13603110802377581     Document Type: Article

References (31)

1. Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M. & Richardson, V. (2005) Qualitative studies in special education, Exceptional Children, 71, 195-207
2. Bruner, J. (1986) Actual minds, possible worlds (Cambridge, MA, Harvard University Press)
3. Cushing, L. S., Clark, N. M., Carter, E. W. & Kennedy, C. H. (2005) Access to the general education curriculum for students with significant cognitive disabilities, Teaching Exceptional Children, 38, 6-13
4. Denzin, N. (2001) Interpretive interactionism, 2nd edn (Thousand Oaks, CA, Sage)
5. Downing, J. E. (Ed.) (2002) Including students with severe and multiple disabilities in typical classrooms: practical strategies for teachers, 2nd edn (Baltimore, MD, Paul H. Brookes)
6. Ferguson, P. M. (2003) Winks, blinks, squints and twitches: looking for disability and culture through my son's left eye, in: P. Devlieger, F. Rusch & D. Pfeiffer (Eds) Rethinking disability: the emergence of new definitions, concepts and communities (Antwerp, Garant), 131-147
7. Fisher, M. & Meyer, L. H. (2002) Development and social competence after two years for students enrolled in inclusive and self-contained educational programs, Research and Practice for Persons with Severe Disabilities, 27, 165-174
8. Freire, P. (2000) Pedagogy of the oppressed, 30th anniversary edn (New York, NY, Continuum)
9. Geertz, C. (1973) The interpretation of cultures (New York, NY, Basic)
10. Gleason, J. (1989) Special education in context: an ethnographic study of persons with developmental disabilities (New York, NY, Cambridge University Press)
11. Goode, D. (1995) A world without words: the social construction of children born deaf and blind (Philadelphia, PA, Temple University Press)
12. Kennedy, C. H. & Horn, E. M. (Eds) (2004) Including students with severe disabilities (Boston, MA, Pearson Education)
13. Kliewer, C. & Biklen, D. (2001) 'School's not really a place for reading': a research synthesis of the literate lives of students with severe disabilities, Journal of the Association for Persons with Severe Handicaps, 26, 1-12
14. Kliewer, C., Fitzgerald, L. M., Meyer-Mork, J., Hartman, P., English-Sand, P. & Raschke, D. (2004) Citizenship for all in the literate community: an ethnography of young children with significant disabilities in inclusive early childhood settings, Harvard Educational Review, 74, 373-403
15. Lave, J. & Wenger, E. (1991) Situated learning: legitimate peripheral participation (Cambridge, MA, Cambridge University Press)
16. Linde, C. (2001) The acquisition of a speaker by a story: how history becomes memory and identity, Ethos, 28, 608-632
17. Meyer, L. H. (2001) The impact of inclusion on children's lives: multiple outcomes, and friendship in particular, International Journal of Disability, Development and Education, 48, 9-31
18. Naraian, S. (2008) 'I didn't think I was going to like working with him, but now I really do!' Examining peer narratives of significant disability, Intellectual and Developmental Disabilities, 46(2), 106-119
19. Palmer, S. B., Wehmeyer, M. L., Gipson, K. & Agran, M. (2004) Promoting access to the general curriculum by teaching self-determination skills, Exceptional Children, 70, 427-439
20. Peck, C. A., Staub, D., Gallucci, C. & Schwartz, I. (2004) Parent perception of the impact of inclusion on their nondisabled child, Research and Practice for Persons with Severe Disabilities, 29, 135-143
21. Polkinghorne, D. E. (1988) Narrative knowing and the human sciences (Albany, NY, State University of New York (SUNY) Press)
22. Rogoff, B. (1990) Apprenticeship in thinking: cognitive development in social context (New York, NY, Oxford University Press)
23. Rogoff, B. (1995) Observing sociocultural activity on three planes: participatory appropriation, guided participation, and apprenticeship, in: J. W. Wertsch, P. del Rio & A. Alvarez (Eds) Sociocultural studies of mind (Cambridge, Cambridge University Press), 139-164
24. Salisbury, C. L. & Palombaro, M. M. (1998) Friends and acquaintances: evolving relationships in an inclusive elementary school, in: L. H. Meyer, H. Park, M. Grenot-Scheyer, I. S. Schwartz & B. Harry (Eds) Making friends: the influences of culture and development (Baltimore, MD, Paul H. Brookes), 81-104
25. Schnorr, R. F. (1990) 'Peter? He comes and goes ...': first-graders' perspectives on a part-time mainstream student, Journal of the Association for Persons with Severe Handicaps, 15, 231-240
26. Sergiovanni. T. J. (1993) Organizations or communities? Changing the metaphor changes the theory. Paper presented at the Annual Meeting of the American Education Research Association, Atlanta, GA, USA
27. Sizer, T. R. & Sizer, N. F. (1999) Grappling, Phi Delta Kappan, 81, 184-190
28. Skrtic, T. M. (Ed.) (1995) Disability and democracy: reconstructing special education for postmodernity (New York, NY, Teacher College Press)
29. Vygotsky, L. (1978) in: M. Cole, V. John-Steiner, S. Scribner & E. Souberman (Eds) Mind in society (Cambridge, MA, Harvard University Press)
30. Vygotsky, L. (1986) Thought and language, trans. A. Kozulin (Cambridge, MA, MIT Press)
31. Wertsch, J. V. (1991) Voices of the mind: a sociocultural approach to mediated action (Cambridge, MA, Harvard University Press)