Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/58563

What’s Behind the Curtain? A Family’s Search for an Inclusive Oz

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Item Summary

dc.contributor.author Sauer, Janet
dc.date.accessioned 2018-08-08T23:40:47Z
dc.date.available 2018-08-08T23:40:47Z
dc.date.issued 2013
dc.identifier.citation Sauer, J. (2013). What’s Behind the Curtain? A Family’s Search for an Inclusive Oz. Review of Disability Studies: An International Journal, 9(2 & 3).
dc.identifier.issn 1552-9215
dc.identifier.uri http://hdl.handle.net/10125/58563
dc.description.abstract Families are moving at ever increasing numbers. Relocating a family is challenging under any circumstance, but transitioning a child with a disability between schools, especially to new states or countries can be particularly difficult. When families seek full inclusion, the situation becomes more complex. This paper describes one American family’s journey through the moving process and how that process brought to the surface ways in which disability is socially and culturally constructed. Despite federal legislation in some countries regarding special education and the involvement of families, practices differ geographically, sometimes significantly, when determining eligibility, communicating with parents, and discussing how support services will be provided. The author - a parent, educational researcher, and instructor of pre-service teachers – asks questions throughout the family’s relocation and examines people’s “storylines” or habits of conversation (Gee, 1999) to get at underlying assumptions. Related research and implications for improving educational practices are discussed.
dc.language.iso eng
dc.publisher University of Hawaii at Manoa -- Center on Disability Studies
dc.relation.ispartofseries vol. 9, no. 2 & 3
dc.subject disability
dc.subject narrative
dc.subject special education
dc.title What’s Behind the Curtain? A Family’s Search for an Inclusive Oz
dc.type Forums
dc.type.dcmi Text
Appears in Collections: RDS Volume 9, No. 2 & 3


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