Normalizing Difference in Inclusive Teaching

Author:

Baglieri Susan1,Knopf Janice H.2

Affiliation:

1. Bergen County, New Jersey, William Paterson University of New Jersey's ProjectGRAD

2. Teachers College, Columbia University

Abstract

Inclusion practices and special education can be transformed by using a disability studies perspective, which constructs differences as natural, acceptable, and ordinary. Although inclusion is a moral imperative in promoting social justice, some inclusive practices continue to marginalize students with disabilities. A truly inclusive school reflects a democratic philosophy whereby all students are valued, educators normalize difference through differentiated instruction, and the school culture reflects an ethic of caring and community.

Publisher

SAGE Publications

Subject

General Health Professions,Education,Health (social science)

Reference32 articles.

1. Biklen, D. (1992). The inclusion philosophy. In Schooling without labels (pp. 20—37). Philadelphia: Temple University Press.

2. Davis, L.J. (1997a). Constructing normalcy: The bell curve, the novel, and the invention of the disabled body in the nineteenth century. In L. J. Davis (Ed.), The disability studies reader (pp. 9—28). New York: Routledge.

3. Davis, L.J. (1997b). Nude Venuses, Medusa's body, and phantom limbs: Disability and visuality. In D. T. Mitchell & S. L. Snyder (Eds.), The body and physical difference: Discourses of disability (pp. 51— 70). Ann Arbor: University of Michigan Press.

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