Rethinking Disability

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 provides an interdisciplinary approach to the challenges of the interface between disability & culture. Twelve papers discuss the following topics: Towards a cultural model of disability. Disability Values, Representations & Realities. Labeling "

This volume provides case studies of the contemporary independent living/disabled consumer movement from the perspective of New Social Movement theory. It describes the organizational strategies by which disabled people pursue the goal of integrated community living, and focuses on the work of several movement organizations.

Moving away from clinical, medical or therapeutic perspectives on disability, this book explores disability in India as a social, cultural and political phenomenon, arguing that this `difference' should be accepted as a part of social diversity. It further interrogates the multiple issues of identification of the disabled and the forms of oppressio

The act of life is a lived experience, common and unique, that ties each of us to every other lived experience. The fact of disability does not alter this fundamental truth. In this edition of Rethinking Disability: World Perspectives in Culture and Society, we are presented with a system of thinking that considers the values of disability, as a resource, as a creative source of culture that moves disability out of the realm of victimized people and insurmountable barriers, and provides opportunities to use the experience of disability to enter into networks that recognize strengths of differing abilities. The authors within will intrigue you, will move you, will charm you, but always will challenge your notion of sameness and difference as they confront the construct and (de)construct of disability and ableism. They present compelling arguments for viewing disABILITY through the multiple lenses of disability culture. They explore themes and issues that transcend past and origins, time and place, nuances of genetics, to experiences of present and becoming, and towards the future and beyond mere human, yet always intrinsically connected to being human. This book is intended for all audiences who dare to confront difference and sameness within themselves and in connection with others; to inspire researchers who wish to explore, and examine disability across social, cultural and economic barriers. It is an invitation to push away the barriers, bring ableism inside to a place where the prosthesis is no longer the elephant in the room.

This text is a critical and empirically-based introduction to disability studies. It offers a comprehensive, book-length analysis of disability through the lens of Science and Technology Studies (STS), and presents a practice-oriented discussion of how bodies, senses and things are linked in everyday life and configure "enabling" and "disabling" scenarios. Relevant to a broad spectrum of medical practitioners and practicing social service workers, the book will also be essential reading in the fields of disability studies, sociology of the body/senses, medical sociology and STS.

Every child has a right to make sense of math, and to use math to make sense of their worlds. Despite their gifts, students with disabilities are often viewed from a deficit standpoint in mathematics classrooms. These students are often conceptualized as needing to be fixed or remediated. Rethinking Disability and Mathematics argues that mathematics should be a transformative space for these students, a place where they can discover their power and potential and be appreciated for their many strengths. Author Rachel Lambert introduces Universal Design for Learning for Math (UDL Math), a way to design math classrooms that empowers disabled and neurodiverse students to engage in mathematics in ways that lead to meaningful and joyful math learning. The book showcases how UDL Math can open up mathematics classrooms so that they provide access to meaningful understanding and an identity as a math learner to a wider range of students. Weaved throughout the book are the voices of neurodiverse learners telling their own stories of math learning. Through stories of real teachers recognizing the barriers in their own math classrooms and redesigning to increase access, the book: Reframes students with disabilities from a deficit to an asset perspective, paving the way for trusting their mathematical thinking Offers equitable math instruction for all learners, including those with disabilities, neurodiverse students, and/or multilingual learners Applies UDL to the math classroom, providing practical tips and techniques to support students′ cognitive, affective, and strategic development Immerses readers in math classrooms where all students are engaged in meaningful mathematics, from special education day classes to inclusive general education classrooms, from grades K-8. Integrates research on mathematical learning including critical math content such as developing number sense and place value, fluency with math facts and operations, and understanding fractions and algebraic thinking. Explores critical issues such as writing IEP goals in math This book is designed for all math educators, both those trained as general education teachers and those trained as special education teachers. The UDL Math approach is adapted to work for all learners because everyone varies in how they perceive the world and in how they approach mathematical problem solving. When we rethink mathematics to include multiple ways of being a math learner, we make math accessible and engaging for a wider group of learners.

This book examines the role of disability in the right to political and social participation, an act of citizenship that many disabled people do not enjoy. The disability rights movement does not accept the use of disability to create limits on citizenship, which poses challenges for contemporary societies that will become ever greater as the science and technology of enhancing human abilities evolves. Comprised of eight chapters, three interludes, and a postscript written by leading scholars and disability rights activists, the book explores citizenship for people with disabilities from an interdisciplinary perspective using the United Nations Convention on the Rights of Persons with Disabilities (CRPD) as a point of departure and the concept of universal design as a strategy for actualizing full citizenship for all. Situating disability in its historical and cultural contexts, the authors offer directions for rethinking citizenship, including implications for access to the built environment, information and communication systems, education, work, community life and politics. This book will be of interest to all scholars and students working in disability studies, planning, architecture, public health, rehabilitation, social work, and education.