Abstract
This research considers the journey of a public school teacher (Natalie) in partnership with her former undergraduate professor (Linda) to teach disability studies to her colleagues and to her fifth grade students. Our research involved multiple components and contexts that we characterize as “Teaching Stories” to consider disability, diversity, and exclusion across settings.
Author Biography
Linda Ware has published on the development of critical curriculum in public schools since she was a special education teacher in El Paso, Texas nearly thirty years ago. After earning her doctorate from the University of Kansas, her research and scholarship focused on the transformation of special education through the advancement of innovative analytic frameworks rooted in disability studies. Her publications have appeared in a range of scholarly journals, books, and handbooks.
Natalie Hatz has been teaching for nine years as a classroom teacher, teacher of special education, and reading specialist. She is an education enthusiast and cheerleader for collaboration among her peers. She recently nominated her school, Lima Primary (Honeoye Falls-Lima Central School District) for recognition as an outstanding “small business” by the Rochester Business Association. She was so persuasive, the school won! It was the first time a school was recognized for such an honor.
Recommended Citation
Ware, L.,
&
Hatz, N.
(2016).
Teaching Stories: Inclusion/Exclusion and Disability Studies.
Occasional Paper Series,
(36).
DOI: https://doi.org/10.58295/2375-3668.1161
Included in
Accessibility Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Teacher Education and Professional Development Commons