Please use this identifier to cite or link to this item:
http://hdl.handle.net/10125/58441
Authentic Inclusion: A Celebration of Exceptional Teachers and Student Identity A Phenomenological Self-Study
File | Size | Format | ||
---|---|---|---|---|
543.pdf | 244.04 kB | Adobe PDF | View/Open | |
542.docx | 192.75 kB | Microsoft Word XML | View/Open | |
544.txt | 29.74 kB | Text | View/Open |
Item Summary
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 |
Please email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.