Even after years of experience as an educator, Linder cannot make sense of the conflicting opinions of experts, nor can she accept the grim prognosis given to her young child. Through her recollections readers follow the twisting, turning path she and her family follow as they seek help for their son.
Now in its second edition, Rethinking Disability introduces new and experienced teachers to ethical framings of disability and strategies for effectively teaching and including students with disabilities in the general education classroom. Grounded in a disability studies framework, this text’s unique narrative style encourages readers to examine their beliefs about disability and the influence of historical and cultural meanings of disability upon their work as teachers. The second edition offers clear and applicable suggestions for creating dynamic and inclusive classroom cultures, getting to know students, selecting appropriate instructional and assessment strategies, co-teaching, and promoting an inclusive school culture. This second edition is fully revised and updated to include a brief history of disability through the ages, the relevance of current educational policies to inclusion, technology in the inclusive classroom, intersectionality and its influence upon inclusive practices, working with families, and issues of transition from school to the post-school world. Each chapter now also includes a featured "voice from the field" written by persons with disabilities, parents, and teachers.
This book offers insight on the politics of inclusion in Vietnam through a Foucauldian and post-colonial perspective on disability and education. Drawing on a socio-historical analysis of the inclusion of disabled people in Vietnam in the twenty-first century, the book guides readers through a ‘history of the present.’ By reflecting on the treatment of disabled people in Vietnamese social history, the book argues that this journey to inclusion calls for critical reflections on the challenges and possibilities for policies to transform exclusion for disabled people. The book unveils the problematics of social and educational institutions in governing disability and difference through a critical reflection on discourses and power in the global and local juncture, in relation to its engagement with disability in the global South. The intersection between the global politics of disability rights and development and the local politics of inclusion in Vietnam shapes the cultural politics of education. The ways inclusive education is historically constructed, within this socio-historical condition, reflects the challenges of inclusive thought and action for transforming injustice. Going beyond ‘deconstructive politics,’ The Journey to Inclusion argues for a re-positioning of the relationships between the global North and South as an alternative approach to inclusion. It suggests that critical research must construct a politics of engagement with subjugated voices and representations in transnational, national, and local contexts. A reflexive, critical, and inclusive dialogue that engages with Southern knowledge offers a political platform for reframing justice in the twenty-first century.
This book chronicles the professional life of a career-long, inclusive educator in New York City through eight different stages in special and general education. Developing a new approach to research as part of qualitative methodology, David J. Connor merges the academic genre of autoethnography with memoir to create a narrative that engages the reader through stories of personal experiences within the professional world that politicized him as an educator. After each chapter’s narrative, a systematic analytic commentary follows that focuses on: teaching and learning in schools and universities; the influence of educational laws; specific models of disability and how influence educators and educational researchers; and educational structures and systems—including their impact on social, political, and cultural experiences of people with disabilities. This autoethnographic memoir documents, over three decades, the relationship between special and general education, the growth of the inclusion movement, and the challenge of special education as a discrete academic field. As part of a national group of critical special educators, Connor describes the growth of counter-theory through the inception and subsequent growth of DSE as a viable academic field, and the importance of rethinking human differences in new ways.
This book is a true story of one family's journey into inclusive education with commentary that links practice to theory, revealing Disability Studies in Education (DSE) approaches to inclusive education.
If you're the only person from your ethnic background in your organization or team, you probably know what it's like to be misunderstood or marginalized. Organizational consultant Adrian Pei describes key challenges ethnic minorities face in majority-culture organizations, unpacking the historical forces at play and what both minority and majority cultures need to know in order to work together fruitfully.
A Journey in the Heart By: Christine Apter, PhD, ERYT 500 This book is meant to be an organized curriculum that takes a student beyond the foundational philosophy, anatomy, technical aspects, and teaching methodology developed from many advanced yoga teacher training workshops. The basics of yoga teaching with the standards of Yoga Alliance are not covered in this text. It is designed as a manual intended to meet the criteria for 300 hours of knowledge and practice above and beyond what is taught in basic yoga teacher training. A deep desire and enthusiasm for the teaching is perhaps a more important criterion for the aspiration to dive deeper. To be proficient in teaching and practicing, it takes thousands of hours and perhaps decades of committed work. The art and science of yoga teaching and practice come together with the flexible format surrounding factual structure presented in this book. Rather than an authoritative tool, this manual is fashioned to be a framework for the creative work it takes to teach yoga and practice deeper. The reader is encouraged to build upon the information and inspiration and to be creative and innovative with the material.
Sharing the stories of educators working in a diverse range of international contexts, Being a Teacher uses personal narratives to explore effective teaching and learning in global settings. Demonstrating how personal values influence pedagogical practice, and asking how practice can be improved, authors reflect on their experiences not just as teachers, but also as learners, to offer essential guidance for all prospective educational professionals. The book focuses on teacher narratives as a vehicle for consideration of teacher professionalism, and as a way of understanding issues which are important to teachers in different contexts. By sharing and analysing these narratives, the book discusses the increasing complexity of teaching as a profession, and considers the commonality within the narratives. Each chapter includes graphic representations of analysis and encourages its reader to reflect critically on central questions, thereby constructing their own narrative. Being a Teacher provides an in-depth and engaging insight into the education system at a global level, making it an essential read for anyone embarking on a teaching career within the international education market.
In "Enduring Faith: Navigating Tribulations with Strength and Hope," author MIMMIE invites readers on a transformative journey of faith, exploring the themes of resilience, perseverance, and unwavering trust in the face of life's challenges. Drawing from personal experiences and profound spiritual insights, this book serves as a guide for those seeking encouragement and inspiration in their own trials. As you embark on this captivating journey, you will discover the power of faith as the anchor that holds steady amidst life's storms. Each chapter delves into a specific aspect of faith, exploring scriptures, providing relatable anecdotes, and offering practical wisdom to help you cultivate endurance and deepen your trust in God.
Popular readings of Johnson as a dictionary-maker often see him as a writer who both laments and attempts to control the state of the language. Lynda Mugglestone looks at the range of Johnson's writings on, and the complexity of his thinking about, language and lexicography. She shows how these reveal him probing problems not just of meaning and use but what he considered the related issues of control, obedience, and justice, as well as the difficulties of power when exerted over the 'sea of words'. She examines his attitudes to language change, loan words, spelling, history, and authority, describing, too, the evolution of his ideas about the nature, purpose, and methods of lexicography, and shows how these reflect his own wider thinking about politics, culture, and society. The book offers a careful reassessment of Johnson's lexicographical practice, examining in detail his commitment to evidence, and the uses to which this might be put. Dictionary-making, for Johnson, came to be seen as a long and difficult voyage round the world of the English language. While such images play their own role in lexicographical tradition, Johnson would, as this volume explores, also make them very much his own in a range of distinctive, and illuminating, ways. Johnson's metaphors invite us to consider-and reconsider-the processes by which a dictionary might be made and the kind of destination it might seek, as well as the state of language that might be reached by such endeavours. For Johnson, where the dictionary-maker might go, and what should be accomplished along the way, can often seem to raise pertinent and perhaps troubling questions. Lynda Mugglestone's generous, wide-ranging account casts new light on Johnson's life in language and provides an engaging reassessment of his impact on English culture, the making of dictionaries, and their role in a nation's identity.