Year: 2014
Type: article
Abstract: The purpose of this article is to explore how ideas from disability studies can inform “mainstream” educational practice. In this autoethnographic narrative I describe a personal journey of planning, teaching, and evaluating a 3-hour “in service” presentation for high school principals. In my account of this event I alternate between a description of the content, my personal reflections, and participant reactions. I demonstrate how the content and format of this kind of presentation can serve as a formalized context for generating a much needed dialogue between disability studies and current practices in the field of education.
Author: David J. Connor
Institution: Columbia University
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W1591726126