Show Less
Restricted access

Becoming a Great Inclusive Educator

Series:

Edited By Scot Danforth

Inclusive education continues to grow in popularity and acceptance in the United States. However, most teachers – general and special educators – are poorly prepared to be successful in inclusive classrooms and schools. Undoubtedly, the challenge to professionals involves the acquisition of new knowledge and skills. But inclusion requires far more. It calls upon educators to trouble everything they think they know about disability, to question their deepest ethical commitments, to take up the work of the Disability Rights Movement in the public schools, and to leap headlong into the deepest waters of the rich craft tradition of inclusive teaching. This book offers educators the guidance and resources to become great inclusive educators by engaging in a powerful process of personal and professional transformation.
Show Summary Details
Restricted access

Bibliography

Extract





Akin, W. E. (1977). Technocracy and the American dream: The technocrat movement, 1900–1941. Berkeley, CA: University of California Press.

Albrecht, G. L., Seelman, K. D., & Bury, M. (2001). Handbook of disability studies. Thousand Oaks, CA: Sage.

Allan, J. (2008). Rethinking inclusion: The philosophers of difference in practice. Dordrecht: Springer.

Antonello, S. J. (1996). Social skills development: Practical strategies for adolescents and adults with developmental disabilities. Boston: Allyn & Bacon.

Auerbach, S. (2007). From moral supporters to struggling advocates: Reconceptualizing parent roles in education through the experience of working-class families of color. Urban Education, 42, 250–283.

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.