Disability Studies Meets Teaching and Teacher Education
Edited By Meghan Cosier and Christine Ashby
The idea for this book grew out of a special issue of RPSD (Research and Practice for Persons with Severe Handicaps), a journal published by TASH—an organization known for its commitment to supporting inclusive education and community living for all people with disabilities, especially those most at risk for marginalization and segregation. We wish to thank Phil Ferguson for his role in that original special issue and for getting us talking about the important question of how disability studies informs, interacts with and supports the work of inclusive educators. Thank you also to Chris Myers at Peter Lang Publishing for guiding us through this process and Susan Gabel and Scot Danforth for supporting our idea for this book from the beginning and providing us with invaluable feedback. We would like to express our gratitude to our respective institutions of higher education, Syracuse University and Trinity Washington University, for the support in completing this book. Lastly, we would like to express thanks to our families for cheering us on and being understanding of deadlines and long work hours. We know that nothing is possible without your love, support and patience.
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.