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Efforts to reduce discrimination and increase diversity on
campuses, coupled with shrinking budgets causing administrators to
devote more resources toward recruiting and retaining students with
disabilities, are fuelling an explosion of research in the area of
inclusive education. An important focus that has been largely
neglected is the place of teachers with disabilities in academe.
International Perspectives on Teaching with Disability brings
together 25 multi-disciplinary scholars with disabilities from
Africa, Canada, the Caribbean, the UK, Israel and the United States
to share their struggles and successes in teaching with disability.
The 18 chapters are written largely from autoethnographic
perspectives grounded in solid academic research but full of
anecdotes and self-reflexive narratives that provide insights into
the lived experiences of the authors. Woven into the narratives are
discussions of the complexities of self-disclosure and
self-advocacy; the varied-and often problematic-ways disability is
experienced, perceived and discussed in society and in the
classroom; the challenges of navigating academe with disability,
the value of disability pedagogy, the positive student outcomes
achieved by teaching through disability, as well as practical
applications and lessons learned that will benefit educators,
administrators and students preparing to become teachers. This book
is written to champion the integral place and role of disabled
educators in academe. Current educators with disability will be
affirmed. Those with disability aspiring to become teachers will be
encouraged. Temporarily able-bodied administrators and educators
will be challenged. Everyone will be informed. This book will be a
welcome addition to reading lists in a wide array of academic
fields including: Education, Pedagogy, Disability Studies, Human
Resources Management, and Sociology.
Efforts to reduce discrimination and increase diversity on
campuses, coupled with shrinking budgets causing administrators to
devote more resources toward recruiting and retaining students with
disabilities, are fuelling an explosion of research in the area of
inclusive education. An important focus that has been largely
neglected is the place of teachers with disabilities in academe.
International Perspectives on Teaching with Disability brings
together 25 multi-disciplinary scholars with disabilities from
Africa, Canada, the Caribbean, the UK, Israel and the United States
to share their struggles and successes in teaching with disability.
The 18 chapters are written largely from autoethnographic
perspectives grounded in solid academic research but full of
anecdotes and self-reflexive narratives that provide insights into
the lived experiences of the authors. Woven into the narratives are
discussions of the complexities of self-disclosure and
self-advocacy; the varied-and often problematic-ways disability is
experienced, perceived and discussed in society and in the
classroom; the challenges of navigating academe with disability,
the value of disability pedagogy, the positive student outcomes
achieved by teaching through disability, as well as practical
applications and lessons learned that will benefit educators,
administrators and students preparing to become teachers. This book
is written to champion the integral place and role of disabled
educators in academe. Current educators with disability will be
affirmed. Those with disability aspiring to become teachers will be
encouraged. Temporarily able-bodied administrators and educators
will be challenged. Everyone will be informed. This book will be a
welcome addition to reading lists in a wide array of academic
fields including: Education, Pedagogy, Disability Studies, Human
Resources Management, and Sociology.
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