Disability and Teaching

<p><em>Disability and Teaching</em> highlights issues of disability in K-12 schooling faced by teachers who<br>are increasingly accountable for the achievement of all students regardless of the labels<br>assigned to them. It is designed to engage prospective and practicing teachers in examining their<br>personal theories and beliefs about disability and education.</p><p>Part I offers four case studies dealing with issues such as inclusion over-representation in<br>special education teacher assumptions and biases and the struggles of novice teachers. These<br>cases illustrate the need to understand disability and teaching within the contexts of school<br>community and the broader society and in relation to other contemporary issues facing teachers.<br>Each is followed by space for readers to write their own reactions and reflections educators’<br>dialogue about the case space for readers’ reactions to the educators’ dialogue a summary and<br>additional questions. Part II presents public arguments representing different views about the<br>topic: conservative liberal-progressive and disability centered. Part III situates the authors’<br>personal views within the growing field of Disability Studies in education and provides exercises<br>for further reflection and a list of resources.</p><p><em>Disability and Teaching</em> is the 8th volume in the Reflective Teaching and the Social Conditions of<br>Schooling Series edited by Daniel P. Liston and Kenneth M. Zeichner. This series of small<br>accessible interactive texts introduces the notion of teacher reflection and develops it in relation<br>to the social conditions of schooling. Each text focuses on a specific issue or content area in<br>relation to teaching and follows the same format. Books in this series are appropriate for teacher<br>education courses across the curriculum.</p>