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

dc.contributor.author	Hauk, Amanda
dc.date.accessioned	2018-08-08T23:27:08Z
dc.date.available	2018-08-08T23:27:08Z
dc.date.issued	2010
dc.description.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.
dc.identifier.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).
dc.identifier.issn	1552-9215
dc.identifier.uri	http://hdl.handle.net/10125/58441
dc.language.iso	eng
dc.publisher	University of Hawaii at Manoa -- Center on Disability Studies
dc.relation.ispartofseries	vol. 6, no. 2
dc.subject	teachers with disabilities
dc.subject	identity formation
dc.subject	authentic inclusion
dc.title	Authentic Inclusion: A Celebration of Exceptional Teachers and Student Identity A Phenomenological Self-Study
dc.type	Research Articles and Essays
dc.type.dcmi	Text

Now showing 1 - 3 of 3