Vital Questions Facing Disability Studies in Education
Published on 9. February 2007
Book
Paperback/Softback
XXIV, 383 pages
978-0-8204-7834-0 (ISBN)
Description
Disability studies in education is a provocative and innovative field of social inquiry that challenges standard ways of thinking about disability in education, practices that serve to exclude disabled people from equal educational opportunity, and policies that support or drive inequality. This book brings together the best disability studies in education scholars to address the pressing questions facing the field. It provides an introduction to the field for the newcomer, a sharp challenge to the status quo in special and general education, and a map to understanding the serious disability issues confronting education today.
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Persons
The Editors: Scot Danforth is Associate Professor of Inclusive Education at College of Education, Ohio State University. His previous books include Engaging Troubling Students: A Constructivist Approach (with Terry Jo Smith) and Crucial Readings in Special Education (with Steven D. Taff). He holds a Ph.D. in education from the University of South Florida.
Susan L. Gabel is Professor of Education and Director of the Disability and Equity in Education Doctoral Program at National College of Education, National-Louis University. She teaches graduate courses in disability studies and special education. She received her Ph.D. in curriculum, teaching, and educational policy from Michigan State University.
Susan L. Gabel is Professor of Education and Director of the Disability and Equity in Education Doctoral Program at National College of Education, National-Louis University. She teaches graduate courses in disability studies and special education. She received her Ph.D. in curriculum, teaching, and educational policy from Michigan State University.
Content
Contents: Steven J. Taylor: Foreword: Before It Had a Name: Exploring the Historical Roots of Disability Studies in Education - Scot Danforth/Susan L. Gabel: Introduction - Nancy Rice: Teacher Education as a Site of Resistance - Phil Smith: Split------ting the ROCK of {speci[ES]al} e.ducat.ion: FLOWers of lang[ue]age in >DIS<ability studies - Deborah J. Gallagher: The Natural Hierarchy Undone: Disability Studies' Contributions to Contemporary Debates in Education - Scot Danforth: Learning from Our Historical Evasions: Disability Studies and Schooling in a Liberal Democracy - Chris Kliewer: Disability Studies and Young Children: Finding Relevance - Santiago Solis/David J. Connor: Theory Meets Practice: Disability Studies and Personal Narratives in School - Kagendo Mutua/Robin M. Smith: Disrupting Normalcy and the Practical Concerns of Classroom Teachers - Alicia A. Broderick/D. Kim Reid/Jan Weatherly Valle: Disability Studies in Education and the Practical Concerns of Teachers - Ron Ferguson: Misconceptions and Misunderstandings: Twin Fallacies That Influence Disability Policies - Susan L. Gabel: Applying Disability Theory in Educational Policy: NIDRR's «New Paradigm of Disability» as a Cautionary Tale - Claire Tregaskis: Developing Inclusive Practice Through Connections Between Home, Community and School - Philip M. Ferguson/Dianne L. Ferguson: Finding the «Proper Attitude»: The Potential of Disability Studies to Reframe Family/School Linkages - Alan Foley: Informing Instructional Technologies: Re-readings of Policy, Practice, and Design - Patricia A. Brown/Sharan E. Brown: Accessible Information Technology in Education: Addressing the «Separate but Equal» Treatment of Disabled Individuals - Linda Ware: A Look at the Way We Look at Disability - Beth A. Ferri: Teaching to Trouble - Susan Peters: Internationalization and the Impact of Disability Studies: Scholarly Work or Political Project? - Bernadette Baker/Fiona Campbell: Transgressing Noncrossable Borders: Disability, Law, Schooling, and Nations - Julie Allan: Conversations Across Disability and Difference: Teacher Education Seeking Inclusion - Nirmala Erevelles: Deconstructing Difference: Doing Disability Studies in Multicultural Educational Context.