This book provides an essential critical exploration of how disability is presently understood and responded to within the field of education. It forwards a human rights-focused model of disability that mandates the amelioration of people with disabilities within education.
This book provides an essential critical exploration of how disability is presently understood and responded to within the field of education. It forwards a human rights-focused model of disability that mandates the amelioration of people with disabilities within education.
A Note from the Series Editor Foreword Acknowledgements Chapter One: Personal, Professional, Theoretical and Methodological Perspectives Chapter Two: Discourses, Language, Laws and Processes that Govern Disability and Inclusion Chapter Three: Disability: Philosophical and Epistemological Perspectives Chapter Four: Literacy, Disability, Pedagogy and Practice Chapter Five: Parents of Students with Disabilities Chapter Six: Summary: A Reconceptualist Approach to Disability in Education Bibliography About the author
A Note from the Series Editor Foreword Acknowledgements Chapter One: Personal, Professional, Theoretical and Methodological Perspectives Chapter Two: Discourses, Language, Laws and Processes that Govern Disability and Inclusion Chapter Three: Disability: Philosophical and Epistemological Perspectives Chapter Four: Literacy, Disability, Pedagogy and Practice Chapter Five: Parents of Students with Disabilities Chapter Six: Summary: A Reconceptualist Approach to Disability in Education Bibliography About the author
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