What it means to be special : two sisters discuss their experiences
By: Fellner, Gene.
Contributor(s): Comesanas, Mark | Duperoy, Laritza | Duperoy, Yaritza.
Series: Disability & Society 32 (3) April 2017: 323-343. 2017Disc region: text file PDF rda.Content type: text Media type: computer Carrier type: online resource Subject(s): INTELLECTUAL DISABILITY
| SPECIAL EDUCATION | INCLUSIVE EDUCATION | SIBLINGS | PERSONAL NARRATIVES | STIGMA | BULLYING | DISABILITY STUDIES | UNITED STATES OF AMERICA | DEFICIT THINKINGOnline resources: Read this Article Summary: In this article, two adolescent sisters discuss and reflect upon the impact that the special education classification of one of them has had on their lives. The sisters, co-authors of this text, participated in designing the study and analyzing the data we produced; their voices are the core of this article. Issues about inclusion, the harms and benefits of special education classification, stigma, the multi-edged meanings of what it means to be "special," and the often complicit roles of educators in perpetuating exclusionary policies all arise in the sisters' discussions with each other, with their co-authors, and with pre-service teachers.
| Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
|---|---|---|---|---|---|---|---|
| Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | W008390 |
In this article, two adolescent sisters discuss and reflect upon the impact that the special education classification of one of them has had on their lives. The sisters, co-authors of this text, participated in designing the study and analyzing the data we produced; their voices are the core of this article. Issues about inclusion, the harms and benefits of special education classification, stigma, the multi-edged meanings of what it means to be "special," and the often complicit roles of educators in perpetuating exclusionary policies all arise in the sisters' discussions with each other, with their co-authors, and with pre-service teachers.
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