Normalizing difference in inclusive teaching
Document Type
Article
Publication Date
2004
Journal / Book Title
Journal of Learning Disabilities
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.
DOI
https://doi.org/10.1177/00222194040370060701
MSU Digital Commons Citation
Baglieri, Susan and Knopf, Janice H., "Normalizing difference in inclusive teaching" (2004). Department of Teaching and Learning Scholarship and Creative Works. 1.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/1
Published Citation
BAGLIERI, S. & KNOPF, J. H. (2004). Normalizing difference in inclusive teaching. The Discursive Practice of Learning Disability, (6), 525.