Abstract
A description of an illuminating journey through the eyes of a parent, Diane, who wanted a more inclusive experience for her son Benny. For Diane and Benny, this meant becoming meaningful participants not only in Benny’s own classroom community but in the Individualized Education Program (IEP) meetings that determined his educational goals. David uses a DSE framework to analyze and highlight the importance of context, as opposed to focusing on the disability condition, in enacting inclusionary practices. The authors argue for an “adhocratic” model of education that views children, educators, and parents as allies.
Author Biography
Diane Linder Berman has been teaching mathematics to children for twenty-five years. She has also been an adjunct instructor at CUNY for the past fourteen years, including mathematics education classes at Queens College and now in the Special Education Department at Hunter College. She is working on a book with David Connor about her experiences with an inclusive school that welcomed her son.
David J. Connor, Ed.D, is a professor and chairperson of the Special Education Department, Hunter College, City University of New York (CUNY). He is also a faculty member at large in the Urban Education doctoral program at CUNY’s Graduate Center. David is the author/editor of several books, the latest of which is DisCrit: Disability Studies and Critical Race Theory in Education, coedited with Beth Ferri and Subini Annamma (2016). For more information, see www.hunter-cuny.academia.edu/DavidJConnor
Recommended Citation
Berman, D. L.,
&
Connor, D. J.
(2016).
Eclipsing Expectations: How a Third Grader Set His Own Goals (And Taught Us All How to Listen).
Occasional Paper Series,
(36).
DOI: https://doi.org/10.58295/2375-3668.1159
Included in
Disability and Equity in Education Commons, Educational Methods Commons, Elementary Education Commons, Special Education and Teaching Commons