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Normalizing difference in inclusive teaching.

Susan Baglieri1, Janice H Knopf

  • 1ProjectGRAD, William Patterson University of New Jersey, USA.

Journal of Learning Disabilities
|December 14, 2004
PubMed
Summary

A disability studies perspective transforms inclusion and special education by viewing differences as natural. This approach ensures all students are valued, promoting social justice and a caring school community.

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Area of Science:

  • Education
  • Disability Studies
  • Social Justice

Background:

  • Inclusive practices in special education are crucial for social justice.
  • However, some current inclusive practices may still marginalize students with disabilities.
  • A disability studies perspective offers a framework to re-evaluate and improve these practices.

Purpose of the Study:

  • To explore how a disability studies perspective can transform inclusion and special education.
  • To identify the characteristics of a truly inclusive school environment.

Main Methods:

  • Conceptual analysis of disability studies principles.
  • Examination of existing inclusion models in special education.
  • Philosophical inquiry into democratic education and ethics of care.

Main Results:

  • A disability studies perspective reframes differences as natural, acceptable, and ordinary.
  • Truly inclusive schools embody a democratic philosophy where all students are valued.
  • Key elements include normalizing difference through differentiated instruction and fostering a school culture of caring and community.

Conclusions:

  • Adopting a disability studies perspective is essential for effective and equitable inclusion.
  • This perspective moves beyond mere placement to genuine belonging and valuing of all students.
  • It necessitates a shift towards a democratic school culture that embraces diversity and promotes social justice.

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