Life in Inclusive Classrooms: Storytelling with Disability Studies in Education
This issue of the Occasional Papers Series aims to draw attention to the use of storytelling as a medium for provoking dialogue about inclusive classrooms and school communities. It offers readers stories of classroom life that provide insights into understanding the complexities that make up the lives of children with disabilities, their families, and teachers.
Peer Reviewed Articles
Disability Studies in Education: Storying Our Way to Inclusion
Joseph M. Valente and Scot Danforth
Eclipsing Expectations: How a Third Grader Set His Own Goals (And Taught Us All How to Listen)
Diane L. Berman and David J. Connor
Teaching Stories: Inclusion/Exclusion and Disability Studies
Linda Ware and Natalie Hatz
The Unfolding of Lucas’s Story in an Inclusive Classroom: Living, Playing, and Becoming in the Social World of Kindergarten
Haeny S. Yoon, Carmen Llerena, and Emma Brooks
- Joseph Michael Valente
- Scot Danforth
Joseph Michael Valente is an Assistant Professor of Early Childhood Education at Pennsylvania State University. He is also the co-Director of the Center for Disability Studies and core faculty in the Comparative and International Education program. Dr. Valente was the co-Principal Investigator of the video ethnographic study "Kindergartens for the Deaf in Three Countries: Japan, France, and the United States" funded by the Spencer Foundation and is the author of the research-novel d/Deaf and d/Dumb: A Portrait of a Deaf Kid as a Young Superhero.
Scot Danforth is a Professor of Disability Studies and Inclusive Education at Chapman University. He is author or editor of over seventy publications, including twelve books. He was co-founder of the Disability Studies in Education Special Interest Group of the American Education Research Association. For six years, he served as co-editor of Disability Studies Quarterly, the official journal of the Society of Disability Studies.