Few models of professional development (PD) are designed to bring about the fundamental shifts in thinking about student behaviour that can support the inclusion of students labelled as having emotional/behavioural disabilities within general education classrooms. In this paper, we seek to accomplish two goals: (1) we briefly delineate the…

The successful participation of students with disabilities in a general education classroom is generally presumed to be contingent on the creation of classroom communities that can nurture the qualities of equity and care and where different forms of diversity are valued. However, there has been less scholarship that documents the production of…

This paper describes the data collected from a study that examined the participation of two students with significant disabilities in separate settings--a first-grade classroom and a high school. Interweaving several theoretical strands--disability studies, narrative theory and socio-cultural perspectives on learning--it incorporates an…