Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/58914

Disability Studies and Educational Leadership Preparation: The Moral Imperative

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Item Summary

dc.contributor.author Bornstein, Joshua
dc.contributor.author Manaseri, Holly
dc.date.accessioned 2018-10-05T21:22:10Z
dc.date.available 2018-10-05T21:22:10Z
dc.date.issued 2018
dc.identifier.citation Bornstein, J, & Manaseri, H. (2018). Disability studies and educational leadership preparation: The moral imperative. Review of Disability Studies: An International Journal, 14(3).
dc.identifier.issn 1552-9215
dc.identifier.uri http://hdl.handle.net/10125/58914
dc.description.abstract This article details the experience of two instructors of P12 educational leadership programs in two university settings in different states, NY and NJ, as they seek to disrupt ableist thinking among educational leadership candidates. Analysis of data on placement of students with disabilities in New York and New Jersey from the period of 2014 to the present and state Department of Education field memos were used to contextualize their analysis of critical incidents relevant to their teaching experiences. The authors offer a critique of the Least Restrictive Environment (LRE) Continuum as it has been used to segregate students with disabilities from their non-disabled peers and offer suggestions for how educational leadership preparation should include a Disability Studies (DS) framework as a foundation to disrupt these taken for granted practices.
dc.language.iso eng
dc.publisher University of Hawaii at Manoa -- Center on Disability Studies
dc.relation.ispartofseries vol. 14, no. 3
dc.subject Disability Studies; Educational Leadership; Abelism
dc.title Disability Studies and Educational Leadership Preparation: The Moral Imperative
dc.type Other
dc.type.dcmi Text
Appears in Collections: RDS Volume 14, No. 3


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