Disability and the Teaching of Writing brings together both ground-breaking new work and important foundational texts at the intersection of disability and composition studies. With practical suggestions for applying concepts to the classroom, this sourcebook helps instructors understand the issues involved in not only teaching students with disabilities but in teaching with and about disability as well.

This book has been replaced by Teaching Students with Moderate and Severe Disabilities, Second Edition, 978-1-4625-4238-3.

The first ever picture book addressing how a disabled child might want to be spoken to.What happened to you? Was it a shark? A burglar? A lion? Did it fall off?Every time Joe goes out the questions are the same . . . what happened to his leg? But is this even a question Joe has to answer?A ground-breaking, funny story that helps children understand what it might feel like to be seen as different.'A revolutionary book on disability.' Inclusive Storytime'Catchpole's beautifully judged, child-friendly words ably evoke the fatigue and wariness of repeatedly being asked the same question rather than simply being accepted and allowed to play, while George's warm images amplify the delight of shared imagination.' The Guardian'Wonderful, delightful and important. [...] Not only will it help nondisabled adults and children understand what it is like to be singled out for being different, but it will empower disabled children and help them realise they don't have to justify themselves to people they don't know.' Jen Campbell, bestselling author of Franklin's Flying Bookshop'With beautifully characterful illustrations and plenty of calming white space, it exudes gentle energy and humour to appeal to every child. This is a stunningly clever book.' BookTrust'The beauty of What Happened to You? is its focus on empathy... a brilliant book to open up the conversation with pre-school kids.' Disability Arts Online'A groundbreaking picture book reflecting the world of a visibly disabled child... a funny and very enjoyable read that will nevertheless perform an urgently needed task and generate very useful discussion at home and school.' LoveReading4Kids

"I wish I had this book when I started teaching! Every teacher starts out with an empty bag of tricks; it is nice to peek into someone′s bag!" —Nicole Guyon, Special Education Teacher Westerly School Department, Cranston, RI Classroom-tested strategies that help students with learning disabilities succeed! Teachers are often challenged to help students with learning disabilities reach their full academic potential. Written with humor and empathy, this engaging book offers a straightforward approach to skillful teaching of students with learning disabilities. Developed for K–12 general and special education classrooms, this resource draws on the author′s 30 years of teaching experience to help teachers gain a greater understanding of students′ learning differences and meet individual needs. Strategies are organized by skills—including reading, writing, math, organization, attention, and test-taking—helping teachers quickly identify the best techniques for assisting each student and encouraging independent learning. Readers will find: More than 100 practical strategies, interventions, and activities that build students′ academic abilities Recommendations on appropriate accommodations, assessment techniques, and family communication Support for complying with recent federal mandates related to learning disabilities, including the ADA, Section 504, and the reauthorization of IDEA 2004 Helpful guidance and stories from the author′s own classroom experiences Ready-to-use tools, forms, and guides Discover innovative, easy-to-implement teaching methods that overcome barriers to learning and help students with special needs thrive in your classroom.

This book takes a nonpathological approach to disability, viewing it as part of diversity rather than as deficit. The opening chapters introduce basic knowledge of teaching in disability communities, covering attitudes and behaviors that may be difficult for instructors to relate to. Next, the book delves into the three activities sections that increase in difficulty over the course of the book. The activities highlight barriers and psychosocial impediments that hamper progress in disability communities. Designed by an expert educator and clinician who is also an insider in the disability community, each of the 34 activities translate well in classroom environments or as homework, and each can be done individually or in group settings. All activities include a list of required materials, time expectation, goal setting criteria, possible outcomes, and talking and debriefing points for reflection, thereby facilitating effective planning and execution. The activities also recommend possible modifications to adjust the difficulty of the activities. This flexibility makes this a valuable resource for a wider audience of expertise and settings, ranging from introductory to sophisticated readers and users, students and non-students, in classrooms, in workshops, or in other surroundings. Lastly, the book concludes with a chapter on accessing outcomes, with six measures for evaluating knowledge and skill. Teaching Disability is a well-rounded, highly applicable tool for instructors and students in the disability community.

Undoing Ableism is a sourcebook for teaching about disability and anti-ableism in K–12 classrooms. Conceptually grounded in disability studies, critical pedagogy, and social justice education, this book provides both a rationale as well as strategies for broad-based inquiries that allow students to examine social and cultural foundations of oppression, learn to disrupt ableism, and position themselves as agents of social change. Using an interactive style, the book provides tools teachers can use to facilitate authentic dialogues with students about constructed meanings of disability, the nature of belongingness, and the creation of inclusive communities.

Using an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities. The book begins with a conceptual framework focusing on the intersection between the fields of early childhood education, bilingual education, and special education. It goes on to review and discuss the role of bilingualism in young children’s development and the experiences of young bilingual children with disabilities in early care and education settings, including issues of eligibility and access to care, instruction, and assessment. The book explores family experiences, teacher preparation, accountability, and policy, ending with recommendations for future research which will inform both policies and practices for the education of young bilingual children with disabilities. This timely volume provides valuable guidance for teachers, administrators, policymakers, and researchers.

This sequel to the influential 2016 work DisCrit—Disability Studies and Critical Race Theory in Education explores how DisCrit has both deepened and expanded, providing increasingly nuanced understandings about how racism and ableism circulate across geographic borders, academic disciplines, multiplicative identities, intersecting oppressions, and individual and cultural resistances. Following an incisive introduction by DisCrit intellectual forerunner Alfredo Artiles, a diverse group of authors engage in inward, outward, and margin-to-margin analyses that raise deep and enduring questions about how we as scholars and teachers account for and counteract the collusive nature of oppressions faced by minoritized individuals with disabilities, particularly in educational contexts. Contributors ask readers to consider incisive questions such as: What are the affordances and constraints of DisCrit as it travels outside of U.S. contexts? How can DisCrit, as a critical and intersectional framework, be used to support and extend diverse forms of activism, expanded solidarities, and collective resistance? How can DisCrit inform and be augmented by engagements with other critical theories and modes of inquiry? How can DisCrit help to illuminate agency and resistance among learners with complex learning needs? How might DisCrit inform legal studies and other disciplinary and interdisciplinary contexts? How can DisCrit be a critical friend to interrogations involving issues of citizenship, language, and more? Contributors include Alfredo J. Artiles, Joy Banks, Maria Cioè-Peña, Anjali Forber-Pratt, David Hernández-Saca, Valentina Migliarini, and Jamelia N. Morgan.

Create campuses inclusive and supportive of disabled students, staff, and faculty Disability in Higher Education: A Social Justice Approach examines how disability is conceptualized in higher education and ways in which students, faculty, and staff with disabilities are viewed and served on college campuses. Drawing on multiple theoretical frameworks, research, and experience creating inclusive campuses, this text offers a new framework for understanding disability using a social justice lens. Many institutions focus solely on legal access and accommodation, enabling a system of exclusion and oppression. However, using principles of universal design, social justice, and other inclusive practices, campus environments can be transformed into more inclusive and equitable settings for all constituents. The authors consider the experiences of students, faculty, and staff with disabilities and offer strategies for addressing ableism within a variety of settings, including classrooms, residence halls, admissions and orientation, student organizations, career development, and counseling. They also expand traditional student affairs understandings of disability issues by including chapters on technology, law, theory, and disability services. Using social justice principles, the discussion spans the entire college experience of individuals with disabilities, and avoids any single-issue focus such as physical accessibility or classroom accommodations. The book will help readers: Consider issues in addition to access and accommodation Use principles of universal design to benefit students and employees in academic, cocurricular, and employment settings Understand how disability interacts with multiple aspects of identity and experience. Despite their best intentions, college personnel frequently approach disability from the singular perspective of access to the exclusion of other important issues. This book provides strategies for addressing ableism in the assumptions, policies and practices, organizational structures, attitudes, and physical structures of higher education.

The first book to cover the entirety of disability history, from pre-1492 to the present Disability is not just the story of someone we love or the story of whom we may become; rather it is undoubtedly the story of our nation. Covering the entirety of US history from pre-1492 to the present, A Disability History of the United States is the first book to place the experiences of people with disabilities at the center of the American narrative. In many ways, it’s a familiar telling. In other ways, however, it is a radical repositioning of US history. By doing so, the book casts new light on familiar stories, such as slavery and immigration, while breaking ground about the ties between nativism and oralism in the late nineteenth century and the role of ableism in the development of democracy. A Disability History of the United States pulls from primary-source documents and social histories to retell American history through the eyes, words, and impressions of the people who lived it. As historian and disability scholar Nielsen argues, to understand disability history isn’t to narrowly focus on a series of individual triumphs but rather to examine mass movements and pivotal daily events through the lens of varied experiences. Throughout the book, Nielsen deftly illustrates how concepts of disability have deeply shaped the American experience—from deciding who was allowed to immigrate to establishing labor laws and justifying slavery and gender discrimination. Included are absorbing—at times horrific—narratives of blinded slaves being thrown overboard and women being involuntarily sterilized, as well as triumphant accounts of disabled miners organizing strikes and disability rights activists picketing Washington. Engrossing and profound, A Disability History of the United States fundamentally reinterprets how we view our nation’s past: from a stifling master narrative to a shared history that encompasses us all.