Authentic Inclusion: A Celebration of Exceptional Teachers and Student Identity A Phenomenological Self-Study
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2010
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University of Hawaii at Manoa -- Center on Disability Studies
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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.
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teachers with disabilities, identity formation, authentic inclusion
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).
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