Vital Questions Facing Disability Studies in Education

by Danforth, Scot; Gabel, Susan L.

• ISBN13: 9780820478340
• ISBN10: 0820478342
• Format: Paperback
• Copyright: 2007-01-22
• Publisher: Peter Lang Pub Inc

Summary

Textbook

Table of Contents

Foreword : before it had a name : exploring the historical roots of disability studies in education
Teacher education as a site of resistance	p. 17
Split------ting the ROCK of {speci [ES]al} e.ducat.ion : FLOWers of lang[ue]age in >DIS	p. 33
The natural hierarchy undone : disability studies' contributions to contemporary debates in education	p. 63
Learning from our historical evasions : disability studies and schooling in a liberal democracy	p. 77
Disability studies and young children : finding relevance	p. 91
Theory meets practice : disability studies and personal narratives in school	p. 103
Disrupting normalcy and the practical concerns of classroom teachers	p. 121
Disability studies in education and the practical concerns of teachers	p. 133
Misconceptions and misunderstandings : twin fallacies that influence disability policies	p. 161
Applying disability theory in educational policy : NIDRR's "new paradigm of disability" as a cautionary tale	p. 179
Developing inclusive practice through connections between home, community and school	p. 201
Finding the "proper attitude" : the potential of disability studies to reframe family/school linkages	p. 217
Informing instructional technologies : re-readings of policy, practice, and design	p. 237
Accessible information technology in education : addressing the "separate but equal" treatment of disabled individuals	p. 253
A look at the way we look at disability	p. 271
Teaching to trouble	p. 289
Internationalization and the impact of disability studies : scholarly work or political project?	p. 307
Transgressing noncrossable borders : disability, law, schooling, and nations	p. 319
Conversations across disability and difference : teacher education seeking inclusion	p. 347
Deconstructing difference : doing disability studies in multicultural educational context	p. 363
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