Rethinking Disability: A Disability Studies Approach to Inclusive Practices
In response to concerns about teacher retention, especially among teachers in their first to fourth year in the classroom, we offer future teachers a series of brief guides full of practical advice that they can refer to in both their student teaching and in their first years on the job.
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In response to concerns about teacher retention, especially among teachers in their first to fourth year in the classroom, we offer future teachers a series of brief guides full of practical advice that they can refer to in both their student teaching and in their first years on the job.
PrefacePART I HOW KNOWLEDGE GUIDES PRACTICEChapter 1 Making Sense of Public School Culture and Context“Why didn’t somebody tell me that teaching is so complicated?”Chapter 2 Contemplating the (In)visibility of Disability“Why can’t I remember going to school with kids with disabilities or having a teacher with a disability?”Chapter 3 Examining Beliefs and Expanding Notions of Normalcy“What if I don’t feel ready to teach those kids?”Chapter 4 Practicing Educational Equity in a Democracy“What if I’m still not sure about inclusion?” PART II HOW PRACTICE DEEPENS KNOWLEDGEChapter 5 Selecting Approaches and Tools of Teaching “How do I figure out what to teach in an inclusive classroom?”Chapter 6 Creating a Dynamic Classroom Culture“How can I be sure that I reach everybody?”Chapter 7 Assessing Student Knowledge and Skills“How do I know if they all got it?”Chapter 8 Drawing Upon the Power of Two“What will happen if I am asked to be a co-teacher?”PART III HOW TALK CHANGES KNOWLEDGE AND PRACTICEChapter 9 Actively Challenging Normalcy“How can I talk about disability in my classroom?”Chapter 10 Promoting Inclusive Beliefs and Practices“What if my school is ‘not there yet’ in regard to inclusion?”PostscriptAppendix
