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• W81928238 abstract "Disability, unseen, unacknowledged, and unexamined, is already always present in the [classroom}. It is present as students in our classes, in the language we use, the ways that we teach and tutor, even in physical spaces and institutional structures. Assumptions about dis ability . . . also script attitudes about its counterpart, ability. ?Cynthia Lewiecki-Wilson and Brenda Jo Brueggemann, with Jay Dolmage, Rethinking Practices and Pedagogy: Disability and the Teaching of Writing N early all secondary educators are re quired to take at least one special education course to become certi fied. However, the focus of this course is generally on how to teach Special Educa tion (SPED) students, not how to teach about dis ability issues and culture. In fact, much attention is given to keeping Learning Disabled/Emotional Disorder/Behavioral Disorder (LD/ED/BD) stu dents' disabilities invisible. Teachers learn how to modify lesson plans so as not to expose these dis abilities as well as to increase a sense of inclusion for the SPED student. While we believe that the em phasis on privacy rights and inclusion is essential, we also argue that the (in)visibility of disability in our classrooms is problematic. As the opening quote above suggests, whether we talk about it or not, (dis)ability issues permeate our classes, our teach ing, and our students' experiences in and outside of the classroom. We found that students en counter disability issues from a variety of sources (e.g., family, friends, school policies/officials, fund raisers, doctors, TV shows, and websites). However, they tend to think about disability as an individual issue?something they have that can be stigma tized and/or a person who suffers from a deficit or loss who needs to be cured, pitied, or treated dif ferently from normal people. We want to encour age tea hers and students to examine and reflect on how these perceptions of disability are created, how we might engage with issues of disability more critically, and teach all students more effectively. To enrich our understandings of (dis)ability and explore new ways to read, write, and think about perceptions of difference and abilities, we integrated a Disability Studies perspective into our classes. That is, we adopted a view of the world promoted in the mission statement of the Society f r Disability Studies: The Society for Disability Studies (SDS) is an int rnational non-profit organization that pro motes the study of disability in social, cultural, and political contexts. Disability Studies recog nizes that disability is a key aspect of human expe rience, and that the study of disability has important political, social, and economic implica tions for society as a whole, including both dis abled and nondisabled people. Through research, artistic production, teaching and activism, the Society for Disability Studies seeks to augment understanding of disability in all cultures and his torical periods, to promote greater awareness of th experiences of disabled people, and to advocate for so al change, (http://www.disstudies.org/ about/mission/sds_mission)" @default.
• W81928238 created "2016-06-24" @default.
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• W81928238 date "2010-11-01" @default.
• W81928238 modified "2023-09-26" @default.
• W81928238 title "Reading, Writing, and Thinking about Disability Issues: Five Activities for the Classroom." @default.
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