Affiliation:
1. Bank Street College of Education, USA
2. Austin Peay State University, USA
Abstract
This chapter outlines an approach to whole learner education in an elementary school literacy classroom by building upon the work of scholars in Disability Studies in Education (DSE) and Culturally Sustaining Pedagogy (CSP). It begins by introducing the connections between whole learner education, DSE, Universal Design for Learning (UDL), and CSP, demonstrating how these theoretical frameworks overlap and how they can be used in tandem to enhance the work already done in each field. After providing this theoretical background, the chapter outlines the components of a balanced literacy block in a third grade classroom, demonstrating how elementary school educators can work to meet the individual learning needs of developing readers in the various areas of balanced literacy (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension), while also attending to student identities and making instruction accessible to students with learning variations.
Reference67 articles.
1. Adichie, C. N. (2009). The danger of a single story. TED. https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story?language=en
2. Responding to “Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability”
3. Touchstone text: Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and Dis/ability;S. A.Annamma;DisCrit: Disability studies and critical race theory in education,2016
4. Association for Supervision and Curriculum Development. (2015). The whole child approach to education. http://www.wholechildeducation.org/about
5. Disability Studies and the Inclusive Classroom