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Rethinking Disability: A Disability Studies Approach to Inclusive Practices



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Pub. Date:
McGraw-Hill Education
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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..

Table of Contents

How Knowledge Guides Practice
Making Sense of Public School Culture and Context
"Why didn't somebody tell me that teaching is so complicated?"
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?"
Examining Beliefs and Expanding Notions of Normalcy
"What if I don't feel ready to teach those kids?"
Practicing Educational Equity in a Democracy
"What if I'm still not sure about inclusion?"
How Practice Deepens Knowledge
Selecting Approaches and Tools of Teaching
"How do I figure out what to teach in an inclusive classroom?"
Creating a Dynamic Classroom Culture
"How can I be sure that I reach everybody?"
Assessing Student Knowledge and Skills
"How do I know if they all got it?"
Drawing Upon the Power of Two
"What will happen if I am asked to be a co-teacher?"
How Talk Changes Knowledge and Practice
Actively Challenging Normalcy
"How can I talk about disability in my classroom?"
Promoting Inclusive Beliefs and Practices
"What if my school is ‘not there yet' in regard to inclusion?"
Table of Contents provided by Publisher. All Rights Reserved.

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