Rethinking Disability
Routledge (Verlag)
978-1-041-01202-3 (ISBN)
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Now in its third edition, Rethinking Disability offers a comprehensive and updated exploration of ethical approaches to disability and strategies for fostering inclusive education. Organized into three sections— (1) How Knowledge Guides Practice, (2) How Practice Deepens Knowledge, and (3) How Talk Changes Knowledge and Practice— the book addresses the whys and hows of inclusive education for all students, with a particular focus on those with disabilities. This edition examines the history of racial and disability segregation in schools and how politics have shaped equitable education. It provides practical pedagogical strategies and examples of inclusive lessons, helping educators develop their own approaches. The text also explores the role of technology in enhancing accessibility, intersectionality’s impact on inclusion, and offers guidance on writing effective IEPs and building advocacy skills.
Each chapter is enriched with contemporary "voices from the field," featuring perspectives from individuals with disabilities, parents, educators, and experts in education and advocacy. With its blend of historical context, practical strategies, and real-world insights, this edition remains an essential resource for creating dynamic, inclusive classrooms and fostering an inclusive school culture.
Jan W. Valle is a professor of disability studies in education at The City College of New York where she teaches courses on inclusive practices and the politics of difference for childhood education, educational theatre, and STEM programs. Her research interests include educational equity, inclusion, and disability and the arts. David J. Connor worked in New York City schools for 18 years as a teacher and professional development specialist before becoming a professor at Hunter College and The Graduate Center of the City University of New York. He is currently Professor Emeritus and continues to write about education.
Part 1: How Knowledge Guides Practice 1. Making Sense of Public School Culture and Context 2. Contemplating the (In)visbility of Disability 3. Disability Beliefs and Attitudes in Public Education: Expanding beyond "Normalcy" 4. Practicing Educational Equity in a Democracy Part 2: How Practice Deepens Knowledge 5. Selecting Approaches and Tools of Inclusive Teaching 6. Creating a Dynamic Classroom Culture 7. Assessing Student Knowledge and Skills in the Inclusive Classroom 8. Drawing Upon the Power of Two 9. Supporting the Least Included Students Part Three: How Talk Changes Knowledge and Practice 10. Actively Challenging "Normalcy" 11. Actively Promoting Educational Equity
| Erscheint lt. Verlag | 1.8.2026 |
|---|---|
| Zusatzinfo | 9 Tables, black and white; 26 Line drawings, black and white; 26 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 178 x 254 mm |
| Gewicht | 453 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule |
| Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik | |
| ISBN-10 | 1-041-01202-0 / 1041012020 |
| ISBN-13 | 978-1-041-01202-3 / 9781041012023 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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