Enacting Change from Within

Disability Studies Meets Teaching and Teacher Education

Meghan Cosier, Christine Ashby

• Publisher: Peter Lang Inc., International Academic Publishers
• Year: 2015
• Print ISBN: 9781433129094
• eBook ISBN: 9781453917930
• Edition: 1
• Topic: Education
• Subtopic: Adult 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

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