Inclusive education continues to grow in popularity and acceptance in the United States. However, most teachers - general and special educators - are poorly prepared to be successful in inclusive classrooms and schools. Undoubtedly, the challenge to professionals involves the acquisition of new knowledge and skills. But inclusion requires far more. It calls upon educators to trouble everything they think they know about disability, to question their deepest ethical commitments, to take up the work of the Disability Rights Movement in the public schools, and to leap headlong into the deepest waters of the rich craft tradition of inclusive teaching. This book offers educators the guidance and resources to become great inclusive educators by engaging in a powerful process of personal and professional transformation.

Edited by the leading scholars in the field, Vital Questions Facing Disability Studies in Education provides an overview and introduction to the growing field of disability studies in education, including the application of the interdisciplinary field of disability studies to inclusive education, teacher education, educational research, and educational policy development. While traditional special education research has focused on developing interventions aimed at increasing students' functional capacities, disability studies scholars have asked provocative and probing questions about how communities and schools can value, include, and nurture disabled persons. This second edition continues the emphasis of the first edition on the central questions that drive this critical field of inquiry and social action, while broadening its scope to more fully address international educational issues. The first edition of this text has been widely adopted in undergraduate and graduate courses in disability studies and inclusive education.

With the passage of Public Law 94-142 in 1975, the learning disability construct gained national legitimacy. Feeding that political achievement, behind the very idea of a learning disability, was the development of a science that blended neurology, psychology, and education. This book tracks the historical creation of the science of learning disabilities, beginning with the clinical research with brain-injured World War I soldiers conducted by German physician Kurt Goldstein. It traces the growth of the two primary research traditions, the psycholinguistic theory of Samuel Kirk and the movement education of Newell Kephart, exploring how specific scientific orientations, theories, and practices led to the birth of the learning disability in the United States.

Becoming a Great Inclusive Educator, Second Edition offers educators the guidance and resources to become great inclusive educators by engaging in a powerful process of personal and professional transformation. Inclusive education continues to grow in popularity and acceptance in the United States. But most teachers - general and special educators - are poorly prepared to be successful in inclusive classrooms and schools. Undoubtedly, the challenge to professionals involves the acquisition of new knowledge and skills. But inclusion requires far more. It calls upon educators to trouble everything they think they know about disability, to question their deepest ethical commitments, to take up the work of the Disability Rights Movement in the public schools, and to leap headlong into the deepest waters of the rich craft tradition of inclusive teaching.

This volume focuses on inquiry into inclusive education from the perspective of scholarly influences in the field of practice and research. A group of key international researchers in the field of inclusive education have each contributed a chapter about a piece of scholarship they believe has influenced inquiry in the field, as a whole.

Disability and the Politics of Education: An International Reader is a rich resource that deals comprehensively with the many aspects of the complex topic of disability studies in education. For nearly two decades, global attention has been given to education as a human right through global initiatives such as Education for All (EFA) and the Salamanca Statement. Yet according to UNESCO, reaching the goals of EFA remains one of the most daunting challenges facing the global community. Today, millions of the world's disabled children cannot obtain a basic childhood education, particularly in countries with limited resources. Even in the wealthiest countries, many disabled children and youth are educationally segregated from the nondisabled, particularly if they are labeled with significant cognitive impairment. International agencies such as the United Nations and the World Bank have generated funds for educational development but, unfortunately, these funds are administered with the assumption that «west is best, thereby urging developing countries to mimic educational policies in the United States and the United Kingdom in order to prove their aid-worthiness. This «McDonaldization of education reproduces the labeling, resource allocation, and social dynamics long criticized in disability studies. The authors in this volume explore these subjects and other complexities of disability and the politics of education. In doing so, they demonstrate the importance and usefulness of international perspectives and comparative approaches.

Inclusive education continues to grow in popularity and acceptance in the United States. However, most teachers - general and special educators - are poorly prepared to be successful in inclusive classrooms and schools. Undoubtedly, the challenge to professionals involves the acquisition of new knowledge and skills. But inclusion requires far more. It calls upon educators to trouble everything they think they know about disability, to question their deepest ethical commitments, to take up the work of the Disability Rights Movement in the public schools, and to leap headlong into the deepest waters of the rich craft tradition of inclusive teaching. This book offers educators the guidance and resources to become great inclusive educators by engaging in a powerful process of personal and professional transformation.

The essays in Sam Pickering's new collection sing with thoughtful observations on life, death, love, and literature. Whether attending a reunion at Sewanee, cruising the Caribbean, wander ing the streets of Storrs, Connecticut, or rambling through Nova Scotia, Pickering is able to work a quotation, insight, or reminiscence into almost every page. His collection sparks with copious observations from other writers and books that he's devoured through the years. One of the many joys in Happy Vagrancy is finding a new author or essay hiding in the deep foliage of Pickering's prose. He delivers his insights with humor, wit, and a keen eye for the ordinary wonders that surround us. Many of the essays touch on death and the dying, and nothing escapes description and fascination whether profound or seemingly less so: the death of a dear friend or two fledgling cardinals blown from a nest in the backyard and now covered with "periwinkle at the corner of the yard." During a walk down a country lane, the names of flowers, birds, and bugs fill the page. Even in a meadow buzzing with life, there are reminders of our mortality and brief light too soon gone-and they remind us to read, think, and live with gusto and love.

Disability and the Politics of Education: An International Reader is a rich resource that deals comprehensively with the many aspects of the complex topic of disability studies in education. For nearly two decades, global attention has been given to education as a human right through global initiatives such as Education for All (EFA) and the Salamanca Statement. Yet according to UNESCO, reaching the goals of EFA remains one of the most daunting challenges facing the global community. Today, millions of the world's disabled children cannot obtain a basic childhood education, particularly in countries with limited resources. Even in the wealthiest countries, many disabled children and youth are educationally segregated from the nondisabled, particularly if they are labeled with significant cognitive impairment. International agencies such as the United Nations and the World Bank have generated funds for educational development but, unfortunately, these funds are administered with the assumption that «west is best, thereby urging developing countries to mimic educational policies in the United States and the United Kingdom in order to prove their aid-worthiness. This «McDonaldization of education reproduces the labeling, resource allocation, and social dynamics long criticized in disability studies. The authors in this volume explore these subjects and other complexities of disability and the politics of education. In doing so, they demonstrate the importance and usefulness of international perspectives and comparative approaches.