Disability and Teaching highlights issues of disability in K-12 schooling faced by teachers, who
are increasingly accountable for the achievement of all students regardless of the labels
assigned to them. It is designed to engage prospective and practicing teachers in examining their
personal theories and beliefs about disability and education.
Part I offers four case studies dealing with issues such as inclusion, over-representation in
special education, teacher assumptions and biases, and the struggles of novice teachers. These
cases illustrate the need to understand disability and teaching within the contexts of school,
community, and the broader society and in relation to other contemporary issues facing teachers.
Each is followed by space for readers to write their own reactions and reflections, educators’
dialogue about the case, space for readers’ reactions to the educators’ dialogue, a summary, and
additional questions. Part II presents public arguments representing different views about the
topic: conservative, liberal-progressive, and disability centered. Part III situates the authors’
personal views within the growing field of Disability Studies in education and provides exercises
for further reflection and a list of resources.
Disability and Teaching is the 8th volume in the Reflective Teaching and the Social Conditions of
Schooling Series, edited by Daniel P. Liston and Kenneth M. Zeichner. This series of small,
accessible, interactive texts introduces the notion of teacher reflection and develops it in relation
to the social conditions of schooling. Each text focuses on a specific issue or content area in
relation to teaching and follows the same format. Books in this series are appropriate for teacher
education courses across the curriculum.
Contents
Series Preface
Preface
Acknowledgments
I. CASE STUDIES AND REACTIONS
Introduction to Case 1
Case 1: “Inclusion Tension”
Reader Reactions to “Inclusion Tension”
Reactions to “Inclusion Tension”
Reader Reactions
Summary and Additional Questions
Introduction to Case 2
Case 2: “Ableism at Forest Run Elementary”
Reader Reactions to “Ableism at Forest Run Elementary”
Reactions to “Ableism at Forest Run Elementary”
Reader Reactions
Summary and Additional Questions
Introduction to Case 3
Case 3: “Race, Place, and the Search for Solutions”
Reader Reactions to “Race, Place, and the Search for Solutions”
Reactions to “Race, Place, and the Search for Solutions”
Reader Reactions
Summary and Additional Questions
Introduction to Case 4
Case 4: “Martin Louis, Special Educator?”
Reader Reactions to “Martin Louis, Special Educator?”
Reactions to “Martin Louis, Special Educator?”
Reader Reactions
Summary and Additional Questions
Reader Reactions to the Four Cases
Reactions to the Four Cases
II. PUBLIC ARGUMENTS
A “Conservative” View: Rewarding Achievement, Maintaining Tradition
A “Liberal-Progressive” View: Celebrating Diversity, Creating Equity
A “Disability-Centered” View: Acknowledging Difference, Deconstructing Normalcy
III. A FINAL ARGUMENT, AND SOME SUGGESTIONS AND RESOURCES FOR FURTHER REFLECTION
Disability, Teaching, and Schools: An Abbreviated View
Exercises for Further Reflection
Conclusion
APPENDIX A: Personal Narratives
APPENDIX B: Useful Websites
References
Index
Biography
Susan L. Gabel is a Professor of Disability and Equity in Education at the National College of Education, Chicago, IL, USA.
David John Connor is an Associate Professor of Special Education/Learning Disabilities at Hunter College, New York, NY, USA.
"Gabel (disability and equity in education, National College of Education) and Connor (special education/learning disabilities, Hunter College) have written a very good book. The approach is unique in that information is presented in several case studies with real-life examples constructed from the authors' experiences. ... Overall, this is a well-written book with a unique perspective on disability in today's schools. Summing Up: Recommended." - C. Grissom, Marian University, in CHOICE, May 2014
