How do high school students confront and resolve conflicting messages about their intelligence and academic potential, particularly when labelled with social and learning disabilities? How does disability become qdisablementq when negative attitudes and disparaging perceptions of ability position students as outsiders? Following the lives of adolescents at home and at school, the author makes visible the disabling language, contextual arrangements, and unconscious social practices that restrict learning regardless of special education services. She also showcases how young people resist disablement to transfrom their worlds and pursue pathways most important to them. Educators and scholars can use this important resource to recognize and change disabling practices that are often taken for granted as a natural part of schooling.or asking proactive questions (as opposed to simply responding to teacher directives or listening). ... Although this template contains many of the same ingredients as a traditional lesson plan, the process of thinking itself uses a mindset of adjusting the ... On a different day, the central focus skill might be the act of writing a five-paragraph essay, and navigating dense text to read the supplemental textanbsp;...
|Author||:||AnnMarie Darrow Baines|
|Publisher||:||Teachers College Press - 2014|