Asset-based pedagogies, such as culturally relevant/sustaining teaching, are frequently used to improve the educational experiences of students of color and to challenge the White curriculum that has historically informed school practices. Yet asset-based pedagogies have evaded important aspects of students' culture and identity: those related to disability. Sustaining Disabled Youth is the first book to accomplish this. It brings together a collection of work that situates disability as a key aspect of children and youth's cultural identity construction. It explores how disability intersects with other markers of difference to create unique cultural repertoires to be valued, sustained, and utilized for learning. Readers will hear from prominent and emerging scholars and activists in disability studies who engage with the following questions: Can disability be considered an identity and culture in the same ways that race and ethnicity are? How can disability be incorporated to develop and sustain asset-based pedagogies that attend to intersecting forms of marginalization? How can disability serve in inquiries on the use of asset-based pedagogies? Do all disability identities and embodiments merit sustaining? How can disability justice be incorporated into other efforts toward social justice? Book Features: Provides critical insights to bring disability in conversation with asset-based pedagogies. Highlights contributions of both university scholars and community activists. Includes analytical and practical tools for researchers, classroom teachers, and school administrators. Offers important recommendations for teacher education programs.

Through powerful narratives of parents of Black and Latinx students with disabilities, this book provides a unique look at the relationship between disability, race, urban space, and market-driven educational policies. Offering significant insights into complex forms of educational exclusion, the text illustrates the actual challenges and paradoxes of school choice faced by today's parents. Included are explanations for the kinds of injustices students with disabilities face every day, as well as resources that can be helpful for engaging in collective action aimed at improving educational services for all children. This accessible resource offers recommendations to help policymakers, charter school administrators, teachers, and families tackle the challenges of school choice while dealing effectively with the new generation of inclusive schools.Book Features: Presents a first-of-its-kind look at how Black and Latinx parents of students with disabilities experience market-driven approaches to education. Identifies the consequences of push-out practices in charter schools and how families experience and resist these practices. Situates school choice amid historical and compounding forms of exclusion associated with geographical (neighborhood) and social (disability, race, and class) locations. Provides lessons learned and valuable guidance for creating a new generation of inclusive charter schools.

Through powerful narratives of parents of Black and Latinx students with disabilities, this book provides a unique look at the relationship between disability, race, urban space, and market-driven educational policies. Offering significant insights into complex forms of educational exclusion, the text illustrates the actual challenges and paradoxes of school choice faced by today's parents. Included are explanations for the kinds of injustices students with disabilities face every day, as well as resources that can be helpful for engaging in collective action aimed at improving educational services for all children. This accessible resource offers recommendations to help policymakers, charter school administrators, teachers, and families tackle the challenges of school choice while dealing effectively with the new generation of inclusive schools.Book Features: Presents a first-of-its-kind look at how Black and Latinx parents of students with disabilities experience market-driven approaches to education. Identifies the consequences of push-out practices in charter schools and how families experience and resist these practices. Situates school choice amid historical and compounding forms of exclusion associated with geographical (neighborhood) and social (disability, race, and class) locations. Provides lessons learned and valuable guidance for creating a new generation of inclusive charter schools.

Despite the impressive growth of inclusive education around the world, questions and considerations about equity have been neglected. This edited volume makes a major contribution to the field of inclusive education by analyzing equity concerns that have emerged from the implementation of inclusive education models in nine nations on five continents. The authors examine how disparate approaches to inclusive education are mediated by the official and implicit goals of public education; by access to intellectual, human, and material resources; and by collective understanding of and educational responses to sociocultural differences. Inclusive Education provides critical reviews of research on this important education reform movement, as well as a refined theoretical understanding of the ways equity is addressed. It also offers lessons for future policy and research that are mindful of equity.

Asset-based pedagogies, such as culturally relevant/sustaining teaching, are frequently used to improve the educational experiences of students of color and to challenge the White curriculum that has historically informed school practices. Yet asset-based pedagogies have evaded important aspects of students' culture and identity: those related to disability. Sustaining Disabled Youth is the first book to accomplish this. It brings together a collection of work that situates disability as a key aspect of children and youth's cultural identity construction. It explores how disability intersects with other markers of difference to create unique cultural repertoires to be valued, sustained, and utilized for learning. Readers will hear from prominent and emerging scholars and activists in disability studies who engage with the following questions: Can disability be considered an identity and culture in the same ways that race and ethnicity are? How can disability be incorporated to develop and sustain asset-based pedagogies that attend to intersecting forms of marginalization? How can disability serve in inquiries on the use of asset-based pedagogies? Do all disability identities and embodiments merit sustaining? How can disability justice be incorporated into other efforts toward social justice? Book Features: ● Provides critical insights to bring disability in conversation with asset-based pedagogies. ● Highlights contributions of both university scholars and community activists. ● Includes analytical and practical tools for researchers, classroom teachers, and school administrators. ● Offers important recommendations for teacher education programs.