Rethinking Disability: A Disability Studies Approach to Inclusive Practices

Cover
Half Title
Title Page
Copyright Page
Dedication
Table of contents
List of Contributors
Foreword
Preface
Acknowledgments
Part I How Knowledge Guides Practice
	1 Making Sense of Public School Culture and Context: “Why didn’t somebody tell me that teaching...
		The Historical Complexity of Public Schools
			The Purpose of Public Education
			How We Got Here from There
			The Factory Model of Education
			We Said All That to Say This
		We Can Legislate Policy, but We Can’t Legislate Attitude
		Who Belongs and How Do We Know?
			The Learning Disability Phenomenon: Scientific or Political?
			Special Education: A Parallel System
			Back to the Present
		What You Believe and Why You Believe It = How You Teach
		Questions to Consider
		Notes
		References
	2 Contemplating the (In)visibility of Disability: “Why can’t I remember going to school with kids with...
		Disability and Society
			Some Mysteries of Histories
			Disability Rights Movement
		(Re)claiming Disability
			Assumptions versus Realities of Life for People with Disabilities
			Challenging Cultural Assumptions and Widespread Misperceptions
		Commonplace Representations of People with Disabilities
			Books
			Films
			Television
			Charities
			Humor
			Language
		Spotlight on Disability Culture
		A Brief History of Disability in American Public Schools
			Section 504 of the Vocational and Rehabilitation Act of 1973
			P.L. 94–142, Education for the Handicapped Act (EHA) of 1975
			P.L. 101–476, Individuals with Disabilities Education Act of 1990
			P.L. 105–07, Individuals with Disabilities Education Act Amendments of 1997
			P.L. 108–446, Individuals with Disabilities Education Improvement Act of 2004
		Special Education: A Place or a Service?
			Regular Education Initiative
			The Growth of Inclusion
			Backlash and Apathy toward Inclusion
		Unintended Consequences of Special Education
			Dropout Rates
			High School Diplomas
			Limited Employment Opportunities
			The School-to-Prison Pipeline
			The Problem of Overrepresentation
			College Students with Disabilities
		We’ve Come a Long Way, Baby … Or Have We?
		Questions to Consider
		Notes
		References
	3 Examining Beliefs and Expanding Notions of Normalcy: “What if I don’t feel ready to teach those kids?”
		Disability Perspectives
			The Medical Model of Disability
			The Social Construction of Disability
			Constructing Disability in Public Schools
		The Reign of Normal
			The Origins of Normal
			The Rise of Normal within Public Schools
		Disability in Context
			Context Matters
			Genius of Invention
			Madelyn’s Village
			The Individual Model: Disability Narratives
			Our “Blog” on Temporary Disability
		Expanding Notions of Diversity
		Questions to Consider
		References
	4 Practicing Educational Equity in a Democracy: “What if I’m still not sure about inclusion?”
		Inclusion as Educational Equity
			What Inclusion Is Not
		Inclusion: A Matter of Social Justice
			A View from the Inside
			Ethical Practice
		Inclusion Envisioned
			What Inclusion Is
			Disabilities in the Classroom
			Diversifying the View Inside
		Inclusion in Action
			Transcript 1
			Transcript 2
			Transcript 3
			Transcript 4
			Transcript 5
		Questions to Consider
		Note
		References
Part II How Practice Deepens Knowledge
	5 Selecting Approaches and Tools of Inclusive Teaching: “How do I figure out what to teach in an inclusive classroom?”
		Creating an Inclusive Classroom Culture
		Principles of Universal Design for Learning (UDL)
		Assistive Technology in the Inclusive Classroom
			Literacy (Reading and Writing)
			Listening
			Executive Functioning
			Mobility
			Communication
		The Big Picture: From Principles to Practice
		Environment
			Classroom Space
			Classroom Walls
		As the Song Goes: “Getting to Know You, Getting to Know All About You”
			Interests, Learning Preferences, and Points of Academic Entry
			Knowledge about Disabilities
		Building and Maintaining Relationships
		Informal Assessment
		Students with Individual Education Plans (IEPs)
		Three Useful Tools for Teaching
			Tool 1: Bloom’s Taxonomy
				Flexible Questioning
				Flexible Activities
			Tool 2: Learning Styles
				Environmental Lens
				Sociological Lens
				Physiological Lens
				Psychological Lens
				Emotional Lens
				Visual Learners
				Auditory Learners
				Kinesthetic-Tactile Learners
			Tool 3: Multiple Intelligences
		Investing in Thoughtful Planning
			Backwards Planning
				Stage 1: Identify Desired Outcomes/Results
				Stage 2: Determine What Represents Acceptable Evidence of Student Competency
				Stage 3: Plan Instruction and Learning Experiences
		Balancing the Time to Plan: Having Your Cake and Eating It, Too
		Designing a Differentiated Curriculum
			Using Planning Pyramids
		Pulling it All Together
		Questions to Consider
		Notes
		References
	6 Creating a Dynamic Classroom Culture: “How can I be sure that I reach everybody?”
		The Art of Lesson Planning
			Eight Basic Elements of a Lesson
		Beginning the Lesson
			Element One: Generate Objectives
				Generate Instructional Objectives
				Generate Social Objectives
				Generate Behavioral Objectives
			Element Two: Provide Opportunities for Applications of Recent Skills and/or Demonstration of Recent Knowledge
			Element Three: Pose Engaging Questions to Discover Students’  Background Knowledge
			Element Four: Explicitly Introduce What Is Expected of Students During a Lesson
		Facilitating Meaningful Engagement
			Element Five: Provide Opportunities for Clear Explanations of Content Material and Multiple Opportunities...
				Individual Students
				Student Pairs
				Small Groups
				Whole Class
			Element Six: Check In with Students Throughout the Lesson
			Element Seven: Provide Opportunities for Students to Demonstrate Their Knowledge and Abilities
				Short-Term Assessment
				Long-Term Assessment
		Bringing the Lesson to a Close
			Element Eight: Culminate the Lesson by Reviewing What Was Learned (Target Information) and What Was...
		Grading
		Some Final Notes on Lesson Planning
		Lesson Plans
			Synthesized Components: Lesson on Continents
			Synthesized Components: Lesson on Triangles
			Synthesized Components: Lesson on Romeo and Juliet
			Synthesized Components: Lesson on Seeds
			Synthesized Components: Lesson on Abstract Art
		Questions to Consider
		References
	7 Assessing Student Knowledge and Skills in the Inclusive Classroom: “How do I know they all got it?”
		Multiple Purposes of Assessment
		Choosing Options for Ongoing Assessment
			Informal Observations
			Portfolio Assessment
			Authentic Assessments and Performance Assessments
			Project-Based Learning
			Using Multiple Intelligences
			Dynamic Assessment
			Rubrics
			Logs and Journals
			Curriculum-Based Measurement
			Error Analysis
			“Teacher-Friendly” Assessments/Games
			Teacher-Made Tests
			Some Issues Raised by Standardized Testing
			Norm-Referenced Testing
			Criterion-Referenced Testing
		Dilemmas: Issues, Tensions, Contradictions, Paradoxes, and Choices
			Legal Testing Accommodations for Students with Disabilities
		Flexible Teaching and Assessment Practices
			Teaching Responsibly without “Teaching to the Test”
			A Case for Multiple Forms of Assessment
		Questions to Consider
		Notes
		References
	8 Drawing upon the Power of Two: “What will happen if I am assigned to be a co-teacher?”
		Benefits of Collaborative Team Teaching
			Benefits for General Educators
			Benefits for Special Educators
			Benefits for General Education Students
			Benefits for Special Education Students
		Understanding the Relationship as a Process
			Beginning Stage
			Compromising Stage
			Collaborating Stage
			“Push In” Model
		Planning, Preparing, and Maintaining Collaborative Classes
			Getting to Know Your Future Partner
			Planning around Core Issues and Creating an Agreement with Each Other
			“Checking-In” Daily about How Things are Going
			Recognizing the Importance of Ongoing Dialogue
		Friend’s Six Models of Co-Teaching
		Good Things Happen in Co-Taught Classrooms
			Improving Collaboration: An Ongoing Process
		Questions to Consider
		Notes
		References
Part III How Talk Changes Knowledge and Practice
	9 Actively Challenging Normalcy: “How can I talk about disability in my classroom?”
		Why Talk about Disability?
			Silence and Disability
			Silence and Shame
			Dispelling Discomfort
		Diversity as the Heart of Community
			Language and Disability
			The Language of Neurodiversity
			Disability Representation
			Class Projects
			Self-Advocacy
		Infusing Disability Studies into the Curriculum
			Disability Curriculum
			Try it … you can do it!
		Questions to Consider
		References
	10 Promoting Inclusive Beliefs and Practices: “What if my school is ‘not there yet’ in regard to inclusion?”
		Inclusion: A Work in Progress
			Nurturing Our Practice
			How Well are We Doing?
		Advocating for School Change
			What Is Your Stance?
			What Can You Do to Initiate School Change?
		Negotiating the Special Education Process
			IDEIA and You
				Principle 1: Zero Reject and Child Find
				Principle 2: Evaluation and Classification
				Principle 3: Parental Rights
				Principle 4: Least Restrictive Environment
				Principle 5: The Individual Education Plan (IEP)
			Components of the IEP
				Principle 6: Conflict Resolution
			Mediation
			Due Process
		Advocacy in Action
			Advocating for and with Parents (Principle 3 under IDEIA)
			Advocating for Quality of Life beyond K-12 (Principle 5 under IDEIA)
		The Concept of Transition in Special Education Law
			The World of Work
			Revisiting Dropouts/Pushouts
			Revisiting the School-to-Prison Pipeline
		A Word on Theory, Research, Policy, and Your Practice
		Questions to Consider
		Note
		References
	A Final Note
		Reference
	Appendix A: Disability Studies in Education
		American Educational Research Association
		Mission/Statement of Purpose
		Tenets
		Approaches to Theory, Research, and Practice in DSE
		Future Possibilities
		Reference
	Appendix B: Suggested Further Reading
		Journals
		Books
		Articles and Chapters
		Culture
		Inclusion
		Intersectionality
		Normalcy
		Parents and Families
		Perspectives of Disabled Adults, Youth, and Children
		Politics of Disability
		Race
		Racial Overrepresentation
		Representation of Disability
		School-to-Prison Pipeline
		Social Model(s) of Disability
		Social Justice and Disability
		Special Education Divide
		Teacher Education and Professional Development
	Appendix C: Useful and Interesting Websites
Index