Authentic Inclusion: A Celebration of Exceptional Teachers and Student Identity A Phenomenological Self-Study

Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/58441

Title:	Authentic Inclusion: A Celebration of Exceptional Teachers and Student Identity A Phenomenological Self-Study
Authors:	Hauk, Amanda
Keywords:	teachers with disabilities identity formation authentic inclusion
Date Issued:	2010
Publisher:	University of Hawaii at Manoa -- Center on Disability Studies
Citation:	Hauk, A. (2010). Authentic Inclusion: A Celebration of Exceptional Teachers and Student Identity A Phenomenological Self-Study. Review of Disability Studies: An International Journal, 6(2).
Series:	vol. 6, no. 2
Abstract:	This phenomenological study examines the professional struggles of teachers with disabilities, the influence these teachers have on the identity formation of students with disabilities, as well as their effect on regular education students. When allowed to celebrate their differences, teachers with disabilities cultivate disability pride. Disability culture then flourishes while diversity is honored in an authentic, inclusive school setting.
URI:	http://hdl.handle.net/10125/58441
ISSN:	1552-9215
Appears in Collections:	RDS Volume 6, No. 2

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