Disability studies and inclusive teacher preparation: A socially just path for teacher education

Research and Practice for Persons with Severe Disabilities

Volumn 37, Issue 2, 2012, Pages 89-99

  Ashby, Christine ^a  

^a SYRACUSE UNIVERSITY   (United States)

Author keywords

Disability studies; Inclusion; Social model of disability; Value based research

Indexed keywords

EID: 84865606311     PISSN: 15407969     EISSN: 21692408     Source Type: Journal    
DOI: 10.1177/154079691203700204     Document Type: Article

References (42)

1. Ashby, C. (2010). The trouble with normal: The struggle for meaningful access for middle school students with developmental disability labels. Disability & Society, 25, 345-358.
2. Baglieri, S., Valle, J. W., Connor, D. J., & Gallagher, D. J. (2011). Disability studies in education: The need for a plurality of perspectives on disability. Remedial and Special Education, 32(4), 267-278.
3. Baker, B. (2002). The hunt for disability: The new eugenics and the normalization of school children. Teachers College Record, 104, 663-703.
4. Barnes, C., Oliver, M., & Barton, L. (2002). Disability studies today. Cambridge, UK: Policy Press.
5. Barton, L. (2001). Disability, politics and the struggle for change. London, UK: David Fulton Publishers.
6. Bogdan, R., & Biklen, D. (1987). Handicapism. Social Policy, March/April, 14-19.
7. Broderick, A., Reid, D. K., & Valle, J. W. (2007). Disability studies in education (DSE) and the practical concerns of teachers. In S. Danforth & S. Gabel (Eds.), Disability studies in education. New York, NY: Peter Lang.
8. Causton-Theoharis, J., Theoharis, G., & Trezek, B. (2008). Teaching pre-service teachers to design inclusive instruction: A lesson planning template. The International Journal of Inclusive Education, 12, 381-399.
9. Chamberlain, S. P. (2006). An interview with Alfredo Artiles and Beth Harry: Issues of overrepresentation and educational equity for culturally and linguistically diverse students. Intervention in School and Clinic, 41, 228-232.
10. Connor, D. J. (2010). Adding urban complexities into the mix: Continued resistance to the inclusion of students with cognitive impairments (or New York, New York: So bad they segregated it twice.) In P. Smith (Ed.), Whatever happened to inclusion? The place of students with intellectual disabilities in education (pp. 157-187). New York, NY: Peter Lang.
11. Connor, D. J., Gabel, S. L., Gallagher, D. J., & Morton, M. (2008). Disability studies and inclusive educationVImplications for theory, research and practice. International Journal of Inclusive Education, 12, 441-457.
12. Davis, L. (1997). Constructing normalcy: The bell curve, the novel, and the invention of the disabled body in the nineteenth century. In L. Davis (Ed.), The disability studies reader (pp. 9-28). New York, NY: Routledge.
13. Douglas, M. (1966). Purity and danger: An analysis of the concepts of purity and taboo. New York, NY: Routledge.
14. Erevelles, N. (2002). (Im)Material citizens: Cognitive disability, race, and the politics of citizenship. Disability, Culture and Education, 1, 5-25.
15. Ferri, B. A., & Connor, D. J. (2005). Tools of exclusion: Race, disability, and (re)segregated education. Teachers College Record, 107, 453-474.
16. Friend, M. (2008). Special education: Contemporary perspectives for school professionals. Boston, MA: Pearson Education, Inc.
17. Gabel, S. (2005). Disability studies in education: Readings in theory and method. New York, NY: Peter Lang.
18. Gabel, S., & Danforth, S. (2002). Disability studies in education: Seizing the moment of opportunity. Disability, Culture and Education, 1, 1-3.
19. Gallagher, D. J. (2005). Searching for something outside of ourselves: The contradiction between technical rationality and the achievement of inclusive pedagogy. In S. L. Gabel (Ed.), Disability studies in education: Readings in theory and method (pp. 139-154). New York, NY: Peter Lang.
20. Hahn, H. (1997). New trends in disability studies: Implications for educational policy. In D. K. Lipsky & A. Gartner (Eds.), Inclusion and school reform: Transforming America's classrooms (pp. 315-328). Baltimore, MD: Paul H. Brookes.
21. Hehir, T. (2002). Eliminating ableism in education. Harvard Educational Review, 72, 1-32.
22. Hehir, T. (2005). New directions in special education: Eliminating ableism in policy and practice. Cambridge, MA: Harvard Education Press Publishing.
23. Kliewer, C. (1998). Schooling children with Down syndrome: Toward an understanding of possibility. New York, NY: Teacher's College Press.
24. Linton, S. (1998). Claiming disability: Knowledge and identity. New York, NY: UP.
25. Longmore, P., & Umansky, L. (2001). The new disability history: American perspectives. New York, NY: NYU Press.
26. Mackay, R. (2003). BTell them who I was[: The social construction of aphasia. Disability and Society, 18, 811-826. (Pubitemid 37347120)
27. Meyer, L. H., Mager, G. M., Yarger-Kane, G., Sarno, M., & Hext-Contreras, G. (1997). Syracuse University's inclusive elementary and special education program. In L. P. Blanton, C. C. Griffin, J. A. Winn, & M. C. Pugach (Eds.), Teacher education in transition: Collaborative programs to prepare general and special educators (pp. 18-38). Denver, CO: Love Publishing Company.
28. Mutua, K., & Smith, R. (2006). Disrupting normalcy and the practical concerns of classroom teachers. In S. Danforth & S. Gabel (Eds.), Vital questions facing disability studies in education (pp. 121-132). New York, NY: Peter Lang.
29. Ong-Dean, C. (2009). Distinguishing disability: Parents, privilege and special education. Chicago, IL: University of Chicago Press.
30. Oyler, C. (2011). Teacher preparation the inclusion and critical (special) education. Teacher Education and Special Education, 34(3), 201-218.
31. Peters, S., & Reid, D. K. (2009). Resistance and discursive practice: Promoting advocacy in teacher undergraduate and graduate programmes. Teaching and Teacher Education, 25, 551-558.
32. Rauscher, L., & McClintock, M. (1997). Ableism in curriculum design. In M. Adams, L. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice: A sourcebook (pp. 198-230). New York, NY: Routledge.
33. Rice, N. (2006). Promoting Bepistemic fissures[: Disability studies in teacher education. Teaching Education, 17, 251-264. (Pubitemid 44256247)
34. Rose, D. A., Meyer, A., & Hitchbock, C. (2005). The universally designed classroom: Accessible curriculum and digital technologies. Cambridge, MA: Harvard Education Press.
35. Shapiro, A. (2000). Everybody belongs: Changing negative attitudes toward classmates with disabilities. New York, NY: Rutledge Falmer.
36. Smith, T. E. G., Polloway, E. A., Patton, J. A., & Dowdy, C. A. (2008). Teaching students with special needs in inclusive settings. Boston, MA: Pearson Education, Inc.
37. Syracuse University School of Education. (2009). Accreditation report to the Council for Exceptional Children Specialized Professional Association. Syracuse, NY: Syracuse University School of Education.
38. Taylor, S. T., Shulz, B., & Walker, P. (Eds.) (2003). Disability studies: Information and resources. Retrieved from http://thechp.syr.edu/ Disability-Studies-2003-current.html
39. Thomson, R. G. (1997). Extraordinary bodies: Figuring physical disability in American culture and literature. New York, NY: Columbia University Press.
40. Ware, L. P. (2003). Working past pity: What we make of disability in schools. In J. Allen (Ed.), Inclusion, participation and democracy (pp. 117-137). The Netherlands: Kluwer.
41. Wendell, S. (1989). Toward a feminist theory of disability. Hypatia, 4, 104-124.
42. Young, K. S. (2008). Physical and social organization of space in a combined credential programme: Implications for inclusion. International Journal of Inclusive Education, 12, 477-495.