Normalizing difference in inclusive teaching

Susan Baglieri, Janice H. Knopf

Research output: Contribution to journalArticleResearchpeer-review

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.

Original languageEnglish
Pages (from-to)525-529
Number of pages5
JournalJournal of Learning Disabilities
Volume37
Issue number6
DOIs
StatePublished - 1 Jan 2004

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Teaching
inclusion
Students
disability studies
Special Education
school culture
Social Justice
Ethics
special education
social justice
student
disability
moral philosophy
educator
instruction
school
community
philosophy

Cite this

Baglieri, Susan ; Knopf, Janice H. / Normalizing difference in inclusive teaching. In: Journal of Learning Disabilities. 2004 ; Vol. 37, No. 6. pp. 525-529.
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Normalizing difference in inclusive teaching. / Baglieri, Susan; Knopf, Janice H.

In: Journal of Learning Disabilities, Vol. 37, No. 6, 01.01.2004, p. 525-529.

Research output: Contribution to journalArticleResearchpeer-review

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