Normalizing difference in inclusive teaching

Susan Baglieri; Janice H. Knopf

doi:10.1177/00222194040370060701

Normalizing difference in inclusive teaching

Susan Baglieri
, Janice H. Knopf

Teaching and Learning

Research output: Contribution to journal › Article › peer-review

59 Scopus citations

Abstract

Inclusion practices and special education can be transformed by using a disability studies perspective, which constructs differences as natural, acceptable, and ordinary. Although inclusion is a moral imperative in promoting social justice, some inclusive practices continue to marginalize students with disabilities. A truly inclusive school reflects a democratic philosophy whereby all students are valued, educators normalize difference through differentiated instruction, and the school culture reflects an ethic of caring and community.

Original language	English
Pages (from-to)	525-529
Number of pages	5
Journal	Journal of learning disabilities
Volume	37
Issue number	6
DOIs	https://doi.org/10.1177/00222194040370060701
State	Published - 2004

ASJC Scopus subject areas

Health(social science)
Education
General Health Professions

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10.1177/00222194040370060701

Cite this

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abstract = "Inclusion practices and special education can be transformed by using a disability studies perspective, which constructs differences as natural, acceptable, and ordinary. Although inclusion is a moral imperative in promoting social justice, some inclusive practices continue to marginalize students with disabilities. A truly inclusive school reflects a democratic philosophy whereby all students are valued, educators normalize difference through differentiated instruction, and the school culture reflects an ethic of caring and community.",

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AB - Inclusion practices and special education can be transformed by using a disability studies perspective, which constructs differences as natural, acceptable, and ordinary. Although inclusion is a moral imperative in promoting social justice, some inclusive practices continue to marginalize students with disabilities. A truly inclusive school reflects a democratic philosophy whereby all students are valued, educators normalize difference through differentiated instruction, and the school culture reflects an ethic of caring and community.

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Normalizing difference in inclusive teaching

Abstract

ASJC Scopus subject areas

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