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

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dc.contributor.authorHauk, Amanda
dc.date.accessioned2018-08-08T23:27:08Z
dc.date.available2018-08-08T23:27:08Z
dc.date.issued2010
dc.description.abstractThis 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.
dc.identifier.citationHauk, 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).
dc.identifier.issn1552-9215
dc.identifier.urihttp://hdl.handle.net/10125/58441
dc.language.isoeng
dc.publisherUniversity of Hawaii at Manoa -- Center on Disability Studies
dc.relation.ispartofseriesvol. 6, no. 2
dc.subjectteachers with disabilities
dc.subjectidentity formation
dc.subjectauthentic inclusion
dc.titleAuthentic Inclusion: A Celebration of Exceptional Teachers and Student Identity A Phenomenological Self-Study
dc.typeResearch Articles and Essays
dc.type.dcmiText

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RDS Volume 6, No. 2