ERIC Number: EJ906279
Record Type: Journal
Publication Date: 2010-Nov
Reference Count: 19
Re-Seeing (Dis)Ability: Ten Suggestions
Dunn, Patricia A.
English Journal, v100 n2 p14-26 Nov 2010
Many English teachers feel underprepared to teach students with disabilities. While teachers may want to do whatever they can to make all their students successful, some may feel that they don't have as much time as they would like to prepare high-quality differentiated instruction, to fully accommodate every student, or even to know what accommodations will work best, even if they are working closely with a special education teacher. In addition, many teachers may not have been exposed, in their teacher preparation programs or in their lives, to perspectives on disability that would help them challenge the limiting perceptions of disability still so pervasive in society. In recent years, however, a number of developments have evolved to the point where it is possible to rethink disability. Altering the way one teaches to better accommodate students with disabilities will enhance the learning of all students. Designing classes and pedagogies to be more inclusive might reduce the stigma some students feel by asking for special accommodations at the same time it increases learning opportunities for all. This article provides ten actions teachers might take to re-see disability and ability.
Descriptors: Disabilities, Special Education, English Teachers, Individualized Instruction, Teacher Attitudes, Teacher Competencies, Student Needs, Mainstreaming, Inclusion, Teaching Methods, Social Bias, Educational Technology, Assistive Technology, Social Influences, Barriers, Group Discussion, Consciousness Raising, Reading Ability, Writing (Composition), Evaluation Methods, Access to Education, Language Usage, Access to Information, Student Attitudes
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A