Enacting Change from Within: Disability Studies Meets Teaching and Teacher Education(2 Inclusion and Teacher Education)

Disability Studies in Education (DSE) provides a useful and compelling framework for re-envisioning the possibility of education for all students. However, the philosophies of Disability Studies (DS) can be seen as contradictory to many mainstream values and practices in K-12 education. In an ever-shifting educational landscape, where students with disabilities continue to face marginalization and oppression, teachers and teacher educators are seeking ways to address these educational inequities. They desire realistic and specific ways to work toward social justice, from within the confines of current education systems. Enacting Change from Within aims to provide a framework through which to analyze and address policy and practice in education, offering practical yet visionary ways to frame social justice work in schools that consider the day-to-day responsibilities of teachers. This book is intended to encourage an important dialogue on how to do the work of education from a DS perspective while complying with the often incongruous and deeply entrenched policy and practice requirements in our schools. This book is ideal for current and future teachers seeking to create more just, equitable and inclusive schools.

Table of Contents:
Contents: Scot Danforth: How to Have Hope While Waiting for the Disability Revolution – Meghan Cosier/Christine Ashby: Disability Studies and the «Work» of Educators – Christine Ashby and Meghan Cosier: The Work and History of Special Education – Jessica K.Bacon: Navigating Assessment: Understanding Students Through a Disability Studies Lens – Meghan Cosier/Audri Gomez/Aja Mckee/Sara Beggs: Three Ways to Use the Common Core State Standards to Increase Access to General Education Contexts for Students with Disabilities – Kate Mclaughlin: Institutional Constructions of Disability as Deficit: Rethinking the Individualized Education Plan – Danielle M.Cowley: A Tale of Two Transitions. – Fernanda Orsati: Humanistic Practices to Understand and Support Students’ Behaviors: A Disability Studies in Education Framework. – Beth Ferri: Reimagining Response to Intervention (RTI). – Christine Ashby/Casey Woodfield/Quin Delia: Communication Is the Root of Necessity: Constructing Communicative Competence. – Katherine M.J.Vroman/Brent C.Elder: «The First Day of School Was the Worst Day of My Life»: Best Practices in Inclusive Education for Refugee Youth with Disabilities – David J.Connor: Analyzing School Cultures and Determining Dynamics to Enact Co-Teaching from a Disability Studies Perspective – Jan W.Valle: Learning From and Collaborating With Families: The Case for DSE in Teacher Education – Carrie Rood/Jodi Burnash/Anne Daviau: Authentic Collaboration: Developing a Responsive and Reflective Model for Secondary Co-Planning – Meghan Cosier: Professional Development in Inclusive School Reform: The Need for Critical and Functional Approaches – Douglas Biklen: Finding the Course, Staying the Course – Christine Ashby/Meghan Cosier: Conclusion: Weaving the Fabric of Change.

About the Author :
Meghan Cosier, PhD, is Assistant Professor in the School of Education at Trinity Washington University. Her research focuses on inclusive education and teacher preparation. Dr. Cosier’s research has been published in journals such as Remedial and Special Education and Research and Practice for Persons with Severe Disabilities. Christine Ashby, PhD, is Associate Professor in the School of Education at Syracuse University. Her teaching and research focus on inclusive education and inclusive teacher preparation. Dr. Ashby’s research has been published in journals including the International Journal of Inclusive Education and Disability and Society.