Abstract
Research that is the focus of this study provides a critical exploration of discourses and pedagogies that inform how disability is understood and responded to within education. Narratives constructed throughout classroom based ethnographies are critically explored and used to establish alternative ways of instructionally responding to students with disabilities in order to forward an asset-oriented model of disability and inclusion. This responsive model rejects deficit focussed identities assigned to students with disabilities and the limited and limiting pedagogies and life course options made available to them consequentially.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
LEARNER DIVERSITY, DISABILITY, PEDAGOGY, LITERACY, IDENTITIES, INCLUSION, A RESPONSVE APPRAOCH
