Abstract
Argues for reframing inclusionary practices as pedagogies for equity that attend to the intersectional dynamics of race, class, and disability. He also encourages more local control over the implementation of inclusionary classroom practices.
Author Biography
Louis Olander is a doctoral student in the Urban Education program at the City University of New York (CUNY) Graduate Center, and teaches graduate and undergraduate students about inclusive education in the Special Education department at Hunter College. His research interests are universal design, appreciative inquiry, and decolonizing educational research. Olander previously taught special education in New York City. He lives in Yonkers with his wife and two kids.
Recommended Citation
Olander, L.
(2016).
Rethinking "Those Kids" : Lessons Learned from a Novice Teacher's Induction Into In/Exclusion.
Occasional Paper Series,
(36).
DOI: https://doi.org/10.58295/2375-3668.1160
Included in
Disability and Equity in Education Commons, Educational Methods Commons, Special Education and Teaching Commons, Teacher Education and Professional Development Commons