Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
374802 | Teaching and Teacher Education | 2009 | 8 Pages |
Abstract
Building on previous work in the areas of resistance and discursive practice, we explore their interrelations, interactions, and possibilities for advocacy of/by and for diverse disabled students within the context of two teacher-preparation programs in the United States: Teachers College, and Michigan State University. Using these two approaches as examples, we propose a model of advocacy for teachers who have students with disabilities, as well as other diverse children and youth in their classrooms and schools. We conclude with some key recommendations for teachers to transform their practice and advocate for these students.
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Authors
Susan Peters, D. Kim Reid,