| Description |
1 online resource (273 p.) |
| Series |
Routledge Research in Special Educational Needs Ser |
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Routledge Research in Special Educational Needs Ser
|
| Contents |
Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of Tables -- Preface -- Acknowledgments -- Part 1: Challenges in Studying Thinking and Learning in Students with Significant Support Needs -- Chapter 1: On Teaching versus Learning: An Introduction -- Dialogic Theories: Relational versus Individualized Views of Thinking and Learning -- Dialogic versus Monologic Theories -- Disability Studies in Education: Challenging the Medical Model of Disability -- Disability Critical Race Theory in Education: Revealing Color-Evasiveness in Action |
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Representing Students with Significant Support Needs -- Conclusion -- References -- Chapter 2: Productive Mistakes -- The Initial Mistake: Focusing on Literacy and Communication -- A Misdirected Focus on Symbolic Communication -- Shifting the Focus from Teaching to Learning -- Centering on Students without Losing Sight of Context and Relation -- Restrictive Contexts for Thinking and Learning -- Conclusion -- References -- Part 2: Restrictive Contexts for Thinking and Learning -- Chapter 3: The Discursive Construction of Dis/Ability -- Tracking Nonverbal Discourse in New Ways |
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Nonverbal Discourse -- Discourse as Thinking and Learning in Action -- Rudolpho and Hope -- Conclusion -- References -- Chapter 4: Praise and Patterns of Instructional Practice -- The Forms and Functions of Praise -- Patterns of Practice Involving Praise -- Conclusion -- References -- Chapter 5: The Intersection of Race and Severe Disability -- Disability Masking the Saliency of Race -- Another Mistake -- Color-Evasiveness -- To Make a Mask: Disconnecting the School and the School System -- Color-Evasiveness in the Classroom -- Freedom Fights Back -- Conclusion -- References |
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Chapter 6: Enacting Imprisonment on Students with Significant Support Needs -- Confinement -- Imprisonment and Disabling Pedagogy -- Imprisonment through Restricted Access to Assistive and Learning Technologies -- Imprisonment as a Systemic Problem -- Perpetuating Institutionalization and Imprisonment -- Conclusion -- References -- Part 3: Students with Significant Support Needs Demonstrate Thinking and Learning -- Chapter 7: Students Asserting Themselves and Resisting the Hidden Curriculum -- Jack Refuses to Answer -- Hope Stops Interacting When Compliance Reigns |
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Resistance and Students with Significant Support Needs -- Conclusion -- References -- Chapter 8: Students Demonstrating Smartness outside the Constraints of Schooling -- Addressing Smartness -- Conclusion -- References -- Chapter 9: Agency through Relation and Relation through Agency -- Another Productive Mistake -- Structure/Agency -- A Posthumanist-Inspired View of Agency as Affect -- From Intra-Action to Entanglement -- The Meaning of Agency -- Conclusion -- References -- Chapter 10: The Intersection of Structure and Sanction with Initiation and Persistence -- Morning Circle -- Connections |
| Notes |
Description based upon print version of record |
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Examining a Second Student in Structured and Unstructured Events |
| Subject |
Special education -- Political aspects
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Special education -- Social aspects
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Special education -- Political aspects
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Special education -- Social aspects
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| Form |
Electronic book
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| Author |
D'Ardenne, Charna
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Clark, Nitasha M
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Koppenhaver, David A
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Noblit, George W
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| ISBN |
9781000514766 |
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1000514765 |
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