Susan Baglieri | Montclair State University (original) (raw)
Papers by Susan Baglieri
Journal of Disability Studies in Education
This study reports on the experiences of students with intellectual disability labels who partici... more This study reports on the experiences of students with intellectual disability labels who participated in inclusive postsecondary education (ipse) at a public university. A disability studies framework is employed to discern and critique the aims of ipse programs and forefront the perspectives of persons who are identified as intellectually disabled. Qualitative participant-observation data was gathered and analyzed to describe how participants narrate ways they understand and value reciprocal relationships and working towards in(ter)dependence as productive and key aspects of their experience at a college. Implications of attending to student voice to guide our program development is discussed along with broader implications for the field.
Investigations in Mathematics Learning
A transcribed conversation between a mathematics educator and a disability studies educator is pr... more A transcribed conversation between a mathematics educator and a disability studies educator is presented to highlight cross-disciplinary dialog as a fruitful space for recursive and reflexive engagement from which may emerge concepts to further both mathematics and disability education. The opening question, “How can I know what’s possible in terms of engaging students with disabilities in mathematical thinking and reasoning?,” sparks discussion. Critique of typical practices in special education and mathematics teaching are raised in terms of learning theories and ideologies of schooling. Takeaways include the promise of emphasizing mathematical thinking as a way to structure more inclusive educational experiences for students with disabilities.
Disability Studies and the Inclusive Classroom
Harvard Educational Review
A Harvard Educational Review forum with, H. Samy Alim, Susan Baglieri, Gloria Ladson-Billings, Dj... more A Harvard Educational Review forum with, H. Samy Alim, Susan Baglieri, Gloria Ladson-Billings, Django Paris, David H. Rose, and Joseph Michael Valente call for scholars of culturally sustaining pedagogy (CSP) to join with dis/abilities scholars in their work. Through a " loving critique " of both CSP and universal design for learning (UDL), Waitoller and Thorius aim to show how these two pedagogical approaches go far, each in its own way, in their attempts at creating meaningful learning opportunities for different kinds of learners, but that each could benefit from cross-pollination. They contend scholars and practitioners must focus on intersecting forms of oppression, including those that tacitly or explicitly condone either racism or ableism.
Disability Studies Quarterly, 2006
Disability Studies Quarterly, 2006
... New York, NY 10027 E-mail: s.baglieri@verizon.net. ... Ferri and Connor (2005) perhaps best e... more ... New York, NY 10027 E-mail: s.baglieri@verizon.net. ... Ferri and Connor (2005) perhaps best exemplify this interdependence of legal and public discourses in their discussion of southern schools' subversion of integration directives in the wake of Brown v. Board of Education. ...
Teachers College Record, 2011
... Pathway to Inclusive Educational Reform JAN VALLE City College of New York DAVID J. CONNOR Hu... more ... Pathway to Inclusive Educational Reform JAN VALLE City College of New York DAVID J. CONNOR Hunter College ALICIA A. BRODERICK ... David Denby (2010), for example, wrote in his essay, School Spirit, Families have to submit to a humiliating lottery system. . . . ...
Inclusion generally describes school arrangements in which students with and without labeled disa... more Inclusion generally describes school arrangements in which students with and without labeled disabilities learn together in general education settings. Over the past decades inclusion has been emphasized as an integral step toward equity in education, the expansion of civil rights, and societal integration of disabled persons. Analyses of past research on teachers' attitudes toward disability reveal contradictions and inconsistencies, which prevent teacher educators from making informed decisions about curriculum directions toward inclusive education. The purpose of this interpretive study is to query whether and how a graduate level teacher education course can provide a learning context that shapes and informs teachers' values and beliefs related to disability and inclusion. The ways in which preservice teachers learn about disability in courses are generally informed by a medical model of disability that positions students who are labeled with disabilities as marginal to the classroom. I offer an example of a graduate course in teacher education that uses a social model of disability—engaged through disability studies scholarship—in contrast to a medical ideology. I use the concept of critical reflection, as described in the theory of transformative learning, to explore five graduate student, preservice teachers' writing and talking on their learning related to the course. Through narrative analysis, I provide examples of differing ways that preservice teachers learn through reflection, which relate to their experiences of engaging in transformative and/or informative learning. The central findings of the study highlight features of course curriculum through which teachers learned about social models of disability, in support of inclusive education. The five graduate students demonstrate critical reflection as they, a) learn through making personal connections to disability experiences; b) learn through negotiating dilemmas related to disability; c) learning from reading and writing about first-person accounts of disability presented in documentaries and autobiographies. Aligned with these analyses, implications of the study are suggestions for future directions for curriculum in teacher education. A broader implication of the work offers the theory of transformative learning as a useful alternative to scale measures that have been used in the past to gauge teachers' attitudes toward disability and inclusion.
Teachers College Record
Background/Context: This article calls attention to the restrictive notions of inclusive educatio... more Background/Context: This article calls attention to the restrictive notions of inclusive education promulgated within the discourse of special education in the United States and asserts the value of using disability studies in education to support broader conceptualizations of inclusion that potentially incorporate all students. Purpose/Objective/Research Question/Focus of Study: By dismantling the myth of the typical/average child, the authors reveal ways in which educational practices actively contribute to creation of "normalcy" and discuss the harmful effects that this can have on all citizens. They illustrate selected practices that help constitute the normative center of schools by using the organizing principle of disability as a heuristic device to enable multiple simultaneous critical standpoints. Research Design: Analytic essay. Conclusions/Recommendations: The authors call for the dissolution of the normative center of schools through an interdisciplinary allian...
Remedial and Special Education, 2011
... The Need for a Plurality of Perspectives on Disability Susan Baglieri1, Jan W. Valle2, David ... more ... The Need for a Plurality of Perspectives on Disability Susan Baglieri1, Jan W. Valle2, David J. Connor3, and Deborah J. Gallagher4 ... (see Heshusius, 1984; Iano, 1990; Poplin, 1988) • What counts as research and inquiry in the field of special education? ...
Journal of Learning Disabilities, 2004
International Journal of Inclusive Education, 2008
Baglieri, S. (2008). “I connected”: Reflection and biography in teacher learning toward inclusion... more Baglieri, S. (2008). “I connected”: Reflection and biography in teacher learning toward inclusion. International Journal of Inclusive Education, 12(5). 585-604.
Investigations in Mathematics Learning
A transcribed conversation between a mathematics educator and a disability studies educator is pr... more A transcribed conversation between a mathematics educator and a disability studies educator is presented to highlight cross-disciplinary dialog as a fruitful space for recursive and reflexive engagement from which may emerge concepts to further both mathematics and disability education. The opening question, “How can I know what’s possible in terms of engaging students with disabilities in mathematical thinking and reasoning?,” sparks discussion. Critique of typical practices in special education and mathematics teaching are raised in terms of learning theories and ideologies of schooling. Takeaways include the promise of emphasizing mathematical thinking as a way to structure more inclusive educational experiences for students with disabilities.
Oxford Research Encyclopedia of Education, 2020
Disability studies (DS) is a transdisciplinary eld of scholarly inquiry whose members seek to und... more Disability studies (DS) is a transdisciplinary eld of scholarly inquiry whose members seek to understand disability and disablement as cultural phenomena. Scholars who adopt disability studies in education (DSE) perspectives aim to understand how disability is conceptually con gured in the research and practice that shape learning, education, and schooling. The DSE eld strives to discern and theorize medical and social models of disability in order to promote critical examination of the cultural conditions in which educational practices are performed. The commitments and understandings that arise within DSE lead proponents to conceptualize inclusive education reform as a radical project, and call for the development of policy, teaching, and teacher education practices that acknowledge and resist ableism. Disability studies in education (DSE) is rooted in the broader eld of disability studies (DS), which is a transdisciplinary eld of scholarly inquiry whose members seek to understand disability and disablement as cultural phenomena (Gabel, 2005). The manner and extent to which di erence of an individual's body, mind, or a ect shapes his or her experience in society is dependent upon the culture and norms of the historical, political, economic, and geographic context (Campbell, 2009; Davis, 1997; Linton, 1998). Whether and how individuals' characteristics lead them to self-identify or be identi ed by others as a disabled person is dependent upon these factors. Scholars using DS perspectives aim to understand, in past and present, how disability becomes conceptually con gured in culture and the impact of culture on disabled people (Brown, 2002). A key contribution of DS and DSE is discerning and theorizing medical and social models of disability from which various critical perspectives useful for inquiry, production of knowledge and culture, and directions for elds of applied practice have emerged (Gabel, 2005). Working with DSE perspectives yields critical understandings that shape inquiry and action related to policy, pedagogy, and research in education (Gabel & Danforth, 2008; Ware, 2011). These understandings suggest the need for radical reform toward inclusive education, development of new practices in teaching and teacher education, and continued resistance of views about learners that limit life chances and opportunity in school and society (
Canadian Journal of Disability Studies, 2020
Universal Design for Learning (UDL) is an orientation that aims to bring multiplicity to teaching... more Universal Design for Learning (UDL) is an orientation that aims to bring multiplicity to teaching and learning in ways that respond to the diversity of learners. This article is a call to those working within disability studies to engage more deeply in UDL research. An examination of the conceptual development and research on UDL as presented in academic literature is provided to consider how it connects and disconnects with disability studies and might be used and misused in inclusive education.
INVESTIGATIONS IN MATHEMATICS LEARNING, 2018
A transcribed conversation between a mathematics educator and a disability studies educator is pr... more A transcribed conversation between a mathematics educator and a disability studies educator is presented to highlight cross-disciplinary dialog as a fruitful space for recursive and reflexive engagement from which may emerge concepts to further both mathematics and disability education. The opening question, “How can I know what’s possible in terms of engaging students with disabilities in mathematical thinking and reasoning?,” sparks discussion.
Critique of typical practices in special education and mathematics teaching are raised in terms of learning theories and ideologies of schooling. Takeaways
include the promise of emphasizing mathematical thinking as a way to structure more inclusive educational experiences for students with disabilities.
Understanding Glocal Contexts in Education: What Every Novice Teacher Needs to Know, 2018
In this chapter the authors examine societal understandings about disability over the past 100 ye... more In this chapter the authors examine societal understandings about disability over the past 100 years. We present a dialogue on ideas put forth in the 1912 work by Henry H. Goddard, The Kallikak Family: A Study in the Heredity of Feeble-Mindedness, as an influential text that illustrates the American eugenics movement that sought the containment of disabled people and elimination of disability from society. We juxtapose the infamous work by Goddard with the 1994 Salamanca Statement and Framework for Action on Special Needs Education forwarded by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), which calls upon the global community to assert the rights of children with disabilities to access inclusive schools and communities. Reading across these two texts provides insight into the influence that historical, cultural, scientific, social, economic, and philosophical contexts of disability have on education.
Constructing the (m)other: Narratives of disability, motherhood, and the politics of "normal", 2019
She leaned over and placed her hand on my knee. "Here comes the hard part," the teacher with kind... more She leaned over and placed her hand on my knee. "Here comes the hard part," the teacher with kind eyes and soft voice started. We are sitting side by side, surrounded by piles of papers, children's books, and binders in the small office space. Barbara had completed the task of explaining the program's developmental checklist and showing me samples of work to illustrate what my eldest son-then three years old-had accomplished. The "hard part" for which she was preparing me was the point at which she recounted Jason's problems and struggles, weaving them into a troubling narrative. *** Memory work is slippery work. Stories are shaped in the moments of their remembering, imagining, and telling, as much as they are formed in relation to events as they were originally ordered in space and time. I am conscious of the craft at work in sharing stories of our lives, and mindful of the works of D. Jean Clandinin (2016) and Bronwyn Davies and Susannah Gannon (2006). Each speak of the tenuousness of claims to objective and stable narratives, in favor of the purposeful or collectively meaningful narratives that are cultivated from the messiness of lives lived. The way we recall events and make stories of them are mosaics of our self and others, within innumerable contexts. We become our selves in relation to the ways in which life is encountered and later remembered. We are always in the moment of becoming. Each new moment emerges as an amalgam of present and past, of immediacy and memory that shapes the way we act, react, and weave our experiences into the narratives we construct to give order to our lives. The story I tell here is a reflection on a moment of time and the ways that this moment was shaped in, and continues to construct, my experience of mothering. It is told within a context
doctoral dissertation, 2008
Inclusion generally describes school arrangements in which students with and without labeled disa... more Inclusion generally describes school arrangements in which students with and
without labeled disabilities learn together in general education settings. Over the past
decades inclusion has been emphasized as an integral step toward equity in education, the expansion of civil rights, and societal integration of disabled persons. Analyses of past research on teachers' attitudes toward disability reveal contradictions and inconsistencies, which prevent teacher educators from making informed decisions about curriculum directions toward inclusive education. The purpose of this interpretive study is to query whether and how a graduate level teacher education course can provide a learning context that shapes and informs teachers' values and beliefs related to disability and inclusion.
The ways in which preservice teachers learn about disability in courses are
generally informed by a medical model of disability that positions students who are
labeled with disabilities as marginal to the classroom. I offer an example of a graduate
course in teacher education that uses a social model of disability—engaged through
disability studies scholarship—in contrast to a medical ideology. I use the concept of
critical reflection, as described in the theory of transformative learning, to explore five
graduate student, preservice teachers' writing and talking on their learning related to the
course. Through narrative analysis, I provide examples of differing ways that preservice
teachers learn through reflection, which relate to their experiences of engaging in
transformative and/or informative learning.
The central findings of the study highlight features of course curriculum through
which teachers learned about social models of disability, in support of inclusive
education. The five graduate students demonstrate critical reflection as they, a) learn
through making personal connections to disability experiences; b) learn through
negotiating dilemmas related to disability; c) learning from reading and writing about
first-person accounts of disability presented in documentaries and autobiographies.
Aligned with these analyses, implications of the study are suggestions for future
directions for curriculum in teacher education. A broader implication of the work offers
the theory of transformative learning as a useful alternative to scale measures that have
been used in the past to gauge teachers' attitudes toward disability and inclusion.
Journal of Disability Studies in Education
This study reports on the experiences of students with intellectual disability labels who partici... more This study reports on the experiences of students with intellectual disability labels who participated in inclusive postsecondary education (ipse) at a public university. A disability studies framework is employed to discern and critique the aims of ipse programs and forefront the perspectives of persons who are identified as intellectually disabled. Qualitative participant-observation data was gathered and analyzed to describe how participants narrate ways they understand and value reciprocal relationships and working towards in(ter)dependence as productive and key aspects of their experience at a college. Implications of attending to student voice to guide our program development is discussed along with broader implications for the field.
Investigations in Mathematics Learning
A transcribed conversation between a mathematics educator and a disability studies educator is pr... more A transcribed conversation between a mathematics educator and a disability studies educator is presented to highlight cross-disciplinary dialog as a fruitful space for recursive and reflexive engagement from which may emerge concepts to further both mathematics and disability education. The opening question, “How can I know what’s possible in terms of engaging students with disabilities in mathematical thinking and reasoning?,” sparks discussion. Critique of typical practices in special education and mathematics teaching are raised in terms of learning theories and ideologies of schooling. Takeaways include the promise of emphasizing mathematical thinking as a way to structure more inclusive educational experiences for students with disabilities.
Disability Studies and the Inclusive Classroom
Harvard Educational Review
A Harvard Educational Review forum with, H. Samy Alim, Susan Baglieri, Gloria Ladson-Billings, Dj... more A Harvard Educational Review forum with, H. Samy Alim, Susan Baglieri, Gloria Ladson-Billings, Django Paris, David H. Rose, and Joseph Michael Valente call for scholars of culturally sustaining pedagogy (CSP) to join with dis/abilities scholars in their work. Through a " loving critique " of both CSP and universal design for learning (UDL), Waitoller and Thorius aim to show how these two pedagogical approaches go far, each in its own way, in their attempts at creating meaningful learning opportunities for different kinds of learners, but that each could benefit from cross-pollination. They contend scholars and practitioners must focus on intersecting forms of oppression, including those that tacitly or explicitly condone either racism or ableism.
Disability Studies Quarterly, 2006
Disability Studies Quarterly, 2006
... New York, NY 10027 E-mail: s.baglieri@verizon.net. ... Ferri and Connor (2005) perhaps best e... more ... New York, NY 10027 E-mail: s.baglieri@verizon.net. ... Ferri and Connor (2005) perhaps best exemplify this interdependence of legal and public discourses in their discussion of southern schools' subversion of integration directives in the wake of Brown v. Board of Education. ...
Teachers College Record, 2011
... Pathway to Inclusive Educational Reform JAN VALLE City College of New York DAVID J. CONNOR Hu... more ... Pathway to Inclusive Educational Reform JAN VALLE City College of New York DAVID J. CONNOR Hunter College ALICIA A. BRODERICK ... David Denby (2010), for example, wrote in his essay, School Spirit, Families have to submit to a humiliating lottery system. . . . ...
Inclusion generally describes school arrangements in which students with and without labeled disa... more Inclusion generally describes school arrangements in which students with and without labeled disabilities learn together in general education settings. Over the past decades inclusion has been emphasized as an integral step toward equity in education, the expansion of civil rights, and societal integration of disabled persons. Analyses of past research on teachers' attitudes toward disability reveal contradictions and inconsistencies, which prevent teacher educators from making informed decisions about curriculum directions toward inclusive education. The purpose of this interpretive study is to query whether and how a graduate level teacher education course can provide a learning context that shapes and informs teachers' values and beliefs related to disability and inclusion. The ways in which preservice teachers learn about disability in courses are generally informed by a medical model of disability that positions students who are labeled with disabilities as marginal to the classroom. I offer an example of a graduate course in teacher education that uses a social model of disability—engaged through disability studies scholarship—in contrast to a medical ideology. I use the concept of critical reflection, as described in the theory of transformative learning, to explore five graduate student, preservice teachers' writing and talking on their learning related to the course. Through narrative analysis, I provide examples of differing ways that preservice teachers learn through reflection, which relate to their experiences of engaging in transformative and/or informative learning. The central findings of the study highlight features of course curriculum through which teachers learned about social models of disability, in support of inclusive education. The five graduate students demonstrate critical reflection as they, a) learn through making personal connections to disability experiences; b) learn through negotiating dilemmas related to disability; c) learning from reading and writing about first-person accounts of disability presented in documentaries and autobiographies. Aligned with these analyses, implications of the study are suggestions for future directions for curriculum in teacher education. A broader implication of the work offers the theory of transformative learning as a useful alternative to scale measures that have been used in the past to gauge teachers' attitudes toward disability and inclusion.
Teachers College Record
Background/Context: This article calls attention to the restrictive notions of inclusive educatio... more Background/Context: This article calls attention to the restrictive notions of inclusive education promulgated within the discourse of special education in the United States and asserts the value of using disability studies in education to support broader conceptualizations of inclusion that potentially incorporate all students. Purpose/Objective/Research Question/Focus of Study: By dismantling the myth of the typical/average child, the authors reveal ways in which educational practices actively contribute to creation of "normalcy" and discuss the harmful effects that this can have on all citizens. They illustrate selected practices that help constitute the normative center of schools by using the organizing principle of disability as a heuristic device to enable multiple simultaneous critical standpoints. Research Design: Analytic essay. Conclusions/Recommendations: The authors call for the dissolution of the normative center of schools through an interdisciplinary allian...
Remedial and Special Education, 2011
... The Need for a Plurality of Perspectives on Disability Susan Baglieri1, Jan W. Valle2, David ... more ... The Need for a Plurality of Perspectives on Disability Susan Baglieri1, Jan W. Valle2, David J. Connor3, and Deborah J. Gallagher4 ... (see Heshusius, 1984; Iano, 1990; Poplin, 1988) • What counts as research and inquiry in the field of special education? ...
Journal of Learning Disabilities, 2004
International Journal of Inclusive Education, 2008
Baglieri, S. (2008). “I connected”: Reflection and biography in teacher learning toward inclusion... more Baglieri, S. (2008). “I connected”: Reflection and biography in teacher learning toward inclusion. International Journal of Inclusive Education, 12(5). 585-604.
Investigations in Mathematics Learning
A transcribed conversation between a mathematics educator and a disability studies educator is pr... more A transcribed conversation between a mathematics educator and a disability studies educator is presented to highlight cross-disciplinary dialog as a fruitful space for recursive and reflexive engagement from which may emerge concepts to further both mathematics and disability education. The opening question, “How can I know what’s possible in terms of engaging students with disabilities in mathematical thinking and reasoning?,” sparks discussion. Critique of typical practices in special education and mathematics teaching are raised in terms of learning theories and ideologies of schooling. Takeaways include the promise of emphasizing mathematical thinking as a way to structure more inclusive educational experiences for students with disabilities.
Oxford Research Encyclopedia of Education, 2020
Disability studies (DS) is a transdisciplinary eld of scholarly inquiry whose members seek to und... more Disability studies (DS) is a transdisciplinary eld of scholarly inquiry whose members seek to understand disability and disablement as cultural phenomena. Scholars who adopt disability studies in education (DSE) perspectives aim to understand how disability is conceptually con gured in the research and practice that shape learning, education, and schooling. The DSE eld strives to discern and theorize medical and social models of disability in order to promote critical examination of the cultural conditions in which educational practices are performed. The commitments and understandings that arise within DSE lead proponents to conceptualize inclusive education reform as a radical project, and call for the development of policy, teaching, and teacher education practices that acknowledge and resist ableism. Disability studies in education (DSE) is rooted in the broader eld of disability studies (DS), which is a transdisciplinary eld of scholarly inquiry whose members seek to understand disability and disablement as cultural phenomena (Gabel, 2005). The manner and extent to which di erence of an individual's body, mind, or a ect shapes his or her experience in society is dependent upon the culture and norms of the historical, political, economic, and geographic context (Campbell, 2009; Davis, 1997; Linton, 1998). Whether and how individuals' characteristics lead them to self-identify or be identi ed by others as a disabled person is dependent upon these factors. Scholars using DS perspectives aim to understand, in past and present, how disability becomes conceptually con gured in culture and the impact of culture on disabled people (Brown, 2002). A key contribution of DS and DSE is discerning and theorizing medical and social models of disability from which various critical perspectives useful for inquiry, production of knowledge and culture, and directions for elds of applied practice have emerged (Gabel, 2005). Working with DSE perspectives yields critical understandings that shape inquiry and action related to policy, pedagogy, and research in education (Gabel & Danforth, 2008; Ware, 2011). These understandings suggest the need for radical reform toward inclusive education, development of new practices in teaching and teacher education, and continued resistance of views about learners that limit life chances and opportunity in school and society (
Canadian Journal of Disability Studies, 2020
Universal Design for Learning (UDL) is an orientation that aims to bring multiplicity to teaching... more Universal Design for Learning (UDL) is an orientation that aims to bring multiplicity to teaching and learning in ways that respond to the diversity of learners. This article is a call to those working within disability studies to engage more deeply in UDL research. An examination of the conceptual development and research on UDL as presented in academic literature is provided to consider how it connects and disconnects with disability studies and might be used and misused in inclusive education.
INVESTIGATIONS IN MATHEMATICS LEARNING, 2018
A transcribed conversation between a mathematics educator and a disability studies educator is pr... more A transcribed conversation between a mathematics educator and a disability studies educator is presented to highlight cross-disciplinary dialog as a fruitful space for recursive and reflexive engagement from which may emerge concepts to further both mathematics and disability education. The opening question, “How can I know what’s possible in terms of engaging students with disabilities in mathematical thinking and reasoning?,” sparks discussion.
Critique of typical practices in special education and mathematics teaching are raised in terms of learning theories and ideologies of schooling. Takeaways
include the promise of emphasizing mathematical thinking as a way to structure more inclusive educational experiences for students with disabilities.
Understanding Glocal Contexts in Education: What Every Novice Teacher Needs to Know, 2018
In this chapter the authors examine societal understandings about disability over the past 100 ye... more In this chapter the authors examine societal understandings about disability over the past 100 years. We present a dialogue on ideas put forth in the 1912 work by Henry H. Goddard, The Kallikak Family: A Study in the Heredity of Feeble-Mindedness, as an influential text that illustrates the American eugenics movement that sought the containment of disabled people and elimination of disability from society. We juxtapose the infamous work by Goddard with the 1994 Salamanca Statement and Framework for Action on Special Needs Education forwarded by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), which calls upon the global community to assert the rights of children with disabilities to access inclusive schools and communities. Reading across these two texts provides insight into the influence that historical, cultural, scientific, social, economic, and philosophical contexts of disability have on education.
Constructing the (m)other: Narratives of disability, motherhood, and the politics of "normal", 2019
She leaned over and placed her hand on my knee. "Here comes the hard part," the teacher with kind... more She leaned over and placed her hand on my knee. "Here comes the hard part," the teacher with kind eyes and soft voice started. We are sitting side by side, surrounded by piles of papers, children's books, and binders in the small office space. Barbara had completed the task of explaining the program's developmental checklist and showing me samples of work to illustrate what my eldest son-then three years old-had accomplished. The "hard part" for which she was preparing me was the point at which she recounted Jason's problems and struggles, weaving them into a troubling narrative. *** Memory work is slippery work. Stories are shaped in the moments of their remembering, imagining, and telling, as much as they are formed in relation to events as they were originally ordered in space and time. I am conscious of the craft at work in sharing stories of our lives, and mindful of the works of D. Jean Clandinin (2016) and Bronwyn Davies and Susannah Gannon (2006). Each speak of the tenuousness of claims to objective and stable narratives, in favor of the purposeful or collectively meaningful narratives that are cultivated from the messiness of lives lived. The way we recall events and make stories of them are mosaics of our self and others, within innumerable contexts. We become our selves in relation to the ways in which life is encountered and later remembered. We are always in the moment of becoming. Each new moment emerges as an amalgam of present and past, of immediacy and memory that shapes the way we act, react, and weave our experiences into the narratives we construct to give order to our lives. The story I tell here is a reflection on a moment of time and the ways that this moment was shaped in, and continues to construct, my experience of mothering. It is told within a context
doctoral dissertation, 2008
Inclusion generally describes school arrangements in which students with and without labeled disa... more Inclusion generally describes school arrangements in which students with and
without labeled disabilities learn together in general education settings. Over the past
decades inclusion has been emphasized as an integral step toward equity in education, the expansion of civil rights, and societal integration of disabled persons. Analyses of past research on teachers' attitudes toward disability reveal contradictions and inconsistencies, which prevent teacher educators from making informed decisions about curriculum directions toward inclusive education. The purpose of this interpretive study is to query whether and how a graduate level teacher education course can provide a learning context that shapes and informs teachers' values and beliefs related to disability and inclusion.
The ways in which preservice teachers learn about disability in courses are
generally informed by a medical model of disability that positions students who are
labeled with disabilities as marginal to the classroom. I offer an example of a graduate
course in teacher education that uses a social model of disability—engaged through
disability studies scholarship—in contrast to a medical ideology. I use the concept of
critical reflection, as described in the theory of transformative learning, to explore five
graduate student, preservice teachers' writing and talking on their learning related to the
course. Through narrative analysis, I provide examples of differing ways that preservice
teachers learn through reflection, which relate to their experiences of engaging in
transformative and/or informative learning.
The central findings of the study highlight features of course curriculum through
which teachers learned about social models of disability, in support of inclusive
education. The five graduate students demonstrate critical reflection as they, a) learn
through making personal connections to disability experiences; b) learn through
negotiating dilemmas related to disability; c) learning from reading and writing about
first-person accounts of disability presented in documentaries and autobiographies.
Aligned with these analyses, implications of the study are suggestions for future
directions for curriculum in teacher education. A broader implication of the work offers
the theory of transformative learning as a useful alternative to scale measures that have
been used in the past to gauge teachers' attitudes toward disability and inclusion.
Routledge/Taylor & Francis, 2020
Undoing Ableism is a sourcebook for teaching about disability and anti-ableism in K–12 classrooms... more Undoing Ableism is a sourcebook for teaching about disability and anti-ableism in K–12 classrooms. Conceptually grounded in disability studies, critical pedagogy, and social justice education, this book provides both a rationale as well as strategies for broad-based
inquiries that allow students to examine social and cultural foundations of oppression, learn to disrupt ableism, and position themselves as agents of social change. Using an
interactive style, the book provides tools teachers can use to facilitate authentic dialogues with students about constructed meanings of disability, the nature of belongingness, and the creation of inclusive communities.
Disability Studies and the Inclusive Classroom is a core textbook that integrates knowledge and p... more Disability Studies and the Inclusive Classroom is a core textbook that integrates knowledge and practice from the fi elds of disability studies and special education. The second edition has been fully revised and updated throughout to include stronger connections among race, class, sexual orientation, gender, and disability to emphasize intersecting identities and experiences; stronger emphasis on curriculum and teaching rather than on attitudes toward disability; and updates to current events, cultural references, resources, research literature, laws, and policies.
Baglieri, S. (2016, April 9). Toward inclusive education? A Critical Perspective on Universal Des... more Baglieri, S. (2016, April 9). Toward inclusive education? A Critical Perspective on Universal Design for Learning in K-12 Education. Paper presented at the American Educational Research Association 2016 annual meeting, Washington, D.C.