Disability, Intersectionality, and Belonging in Special Education
Langue : anglais
Edité par Bloomsbury Publishing Plc, US, 2024
Série : Livre 17 sur 20 - Special Education Law, Policy, and Practice
- Livre broché
- Neuf
Vendeur : Rarewaves.com USA, London, London, Royaume-UniRarewaves.com USA
Vendeur AbeBooks depuis 11 juin 2025
Etat: Neuf
EUR 51,77
Quantité disponible : Plus de 20 disponibles
Ajouter au panierItem description from seller
Disability, Intersectionality, and Belonging in Special Education focuses on preparing educators who use socioculturally sustaining practices, curricula, and instruction through an intersectional lens.This book empowers preservice students and special education practitioners and administrators to meet the needs of disabled individuals. Understanding the full range of requirements relating to socioculturally sustaining practices is imperative to working with individuals with disabilities as well as with their families and caregivers. Being able to understand and explain this complex issue to others is important and often necessary.Social injustices in special education are historical and systemic. Special education practitioners are typically unaware of the importance of intersectional differences because they have been prepared to address cultural perspectives only during awareness days or through specific units in curricula. At other times they discuss the topic diagnostically-for example, as part of an educational plan or when teaching English as a second language.Other issues stem from the value system of the special education practitioners themselves; some are not willing to engage in these concepts, while others prioritize treating all students the same by using the terms "fairness," "equity," and "colorblindness" to justify this treatment. Even when special educator practitioners attempt to address injustices on behalf of their students, they tend to center on only the student's disability, which means they are ignoring or erasing other aspects of their students' identities.These concerns highlight the importance of building the sociocultural competence of our teaching force. This book will help practitioners build this competence in their own spheres of influence.…
N° de réf. du vendeur LU-9781538175828
- Titre
- Disability, Intersectionality, and Belonging in Special Education
- Auteur
- Elizabeth A. Harkins Monaco, L. Lynn Stansberry Brusnahan, Marcus C. Fuller, Martin O. Odima Jr.
- Éditeur
- Bloomsbury Publishing Plc, US
- Année de publication
- 2024
- État de l'article
- New
- Reliure
- Paperback
- Langue
- anglais
- ISBN à 10 chiffres
- 1538175827
- ISBN à 13 chiffres
- 9781538175828
- Poids de l'article
- 599 grammes
- Série
- Livre 17 sur 20: Special Education Law, Policy, and Practice
Disability, Intersectionality, and Belonging in Special Education focuses on preparing educators who use socioculturally sustaining practices, curricula, and instruction through an intersectional lens.
This book empowers preservice students and special education practitioners and administrators to meet the needs of disabled individuals. Understanding the full range of requirements relating to socioculturally sustaining practices is imperative to working with individuals with disabilities as well as with their families and caregivers. Being able to understand and explain this complex issue to others is important and often necessary.
Social injustices in special education are historical and systemic. Special education practitioners are typically unaware of the importance of intersectional differences because they have been prepared to address cultural perspectives only during awareness days or through specific units in curricula. At other times they discuss the topic diagnostically-for example, as part of an educational plan or when teaching English as a second language.
Other issues stem from the value system of the special education practitioners themselves; some are not willing to engage in these concepts, while others prioritize treating all students the same by using the terms "fairness," "equity," and "colorblindness" to justify this treatment. Even when special educator practitioners attempt to address injustices on behalf of their students, they tend to center on only the student's disability, which means they are ignoring or erasing other aspects of their students' identities.
These concerns highlight the importance of building the sociocultural competence of our teaching force. This book will help practitioners build this competence in their own spheres of influence.
« Synopsis » peut appartenir à une autre édition de cet ouvrage.
À propos de l’auteur
L. Lynn Stansberry Brusnahan, PhD, is a professor in and Chair of the Department of Special Education in the School of Education at the University of St. Thomas in Minnesota. She coordinates the autism and developmental disabilities master's programs. She is a private educational consultant and parent of an adult son with autism. She earned her doctorate at the University of Wisconsin-Milwaukee, where she studied contemporary educational issues within urban settings. She has served on the board of directors for the Autism Society of America and Council for Exceptional Children's (CEC) Division on Autism and Developmental Disabilities (DADD). She co-authored Do-Watch-Listen-Say: Social and communication skills for autism spectrum disorder. Dr. Stansberry Brusnahan's scholarly interests focus on autism and teacher preparation. In 2012, she was the Autism Society of America's Professional of the Year.
Marcus C. Fuller, PhD, is a visiting lecturer in the Department of Education at The University of Vermont. He earned his doctorate in special education at Texas A&M University. He has served teachers and parents from various ethnic backgrounds, socio-economic status, and age groups within urban and rural areas. Dr. Fuller's scholarly interests focus on empowering families, educators, and researchers by helping them increase their implementation skills during interventions with children with behavior disorders, autism, and/or complex communication needs through the use of educational coaching and performance feedback. Dr. Fuller has served as a reviewer for multiple journals and conference proposals as an active member of the Council for Exceptional Children's (CEC), Division on Autism and Developmental Disabilities (DADD), and the Council for Children with Behavioral Disorders (CCBD). Martin Odima Jr., M.A., is a Black, cisgender, male from St. Paul, Minnesota. Martin is a Special Education Teacher Coach in the Saint Paul Public School (SPPS) District in Minnesota. Also, Martin is an adjunct faculty in the Department of Special Education at the University of St. Thomas where he teaches undergraduate and graduate students the history, policies, and practices of Special Education. He studied psychology at the University of Minnesota and completed his master's in special education at the University of St. Thomas. His scholarly interests focus on educational equity, inclusive practices for students with disabilities, and retention of teachers of color. His publications include a focus on teaching strategies for special education teachers to thrive and persist in the field. Martin is currently pursuing a Ph.D. in special education at the University of Minnesota.
Martin Odima Jr., M.A., is a Black, cisgender, male from St. Paul, Minnesota. Martin is a Special Education Teacher Coach in the Saint Paul Public School (SPPS) District in Minnesota. Also, Martin is an adjunct faculty in the Department of Special Education at the University of St. Thomas where he teaches undergraduate and graduate students the history, policies, and practices of Special Education. He studied psychology at the University of Minnesota and completed his master's in special education at the University of St. Thomas. His scholarly interests focus on educational equity, inclusive practices for students with disabilities, and retention of teachers of color. His publications include a focus on teaching strategies for special education teachers to thrive and persist in the field. Martin is currently pursuing a Ph.D. in special education at the University of Minnesota.
« A propos de ce titre » peut appartenir à une autre édition de cet ouvrage.
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