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This textbook brings together a wide range of expert voices from the field of disability studies and the disabled people's movement to tackle the essential topics relevant to this area of study. From the outset disability is discussed from a social model perspective, demonstrating how future practice and discourse could break down barriers and lead to more equal relationships for disabled people in everyday life. An interdisciplinary and broad-ranging text, the book includes 50 chapters on topics relevant across health and social care. Reflective questions and suggestions for further reading throughout will help readers gain a critical appreciation of the subject and expand their knowledge. This will be valuable reading for students and professionals across disability studies, health, nursing, social work, social care, social policy and sociology.
This path-breaking Handbook of Disability Studies signals the emergence of a vital new area of scholarship, social policy and activism. Drawing on the insights of disability scholars around the world and the creative advice of an international editorial board, the book engages the reader in the critical issues and debates framing disability studies and places them in an historical and cultural context. Five years in the making, this one volume summarizes the ongoing discourse ranging across continents and traditional academic disciplines. The Handbook answers the need expressed by the disability community for a thought provoking, interdisciplinary, international examination of the vibrant field of disability
The Routledge Handbook of Disability Studies takes a multidisciplinary approach to disability and provides an authoritative and up-to-date overview of the main issues in the field around the world today. Adopting an international perspective and consisting entirely of newly commissioned chapters arranged thematically, it surveys the state of the discipline, examining emerging and cutting edge areas as well as core areas of contention. Divided in five sections, this comprehensive handbook covers: different models and approaches to disability how key impairment groups have engaged with disability studies and the writings within the discipline policy and legislation responses to disability studies and to disability activism disability studies and its interaction with other disciplines, such as history, philosophy and science and technology studies disability studies and different life experiences, examining how disability and disability studies intersects with ethnicity, sexuality, gender, childhood and ageing. Containing chapters from an international selection of leading scholars, this authoritative handbook is an invaluable reference for all academics, researchers and more advanced students in disability studies and associated disciplines such as sociology, health studies and social work.
This book’s mission is to integrate knowledge and practice from the fields of disability studies and special education. Parts I & II focus on the broad, foundational topics that comprise disability studies (culture, language, and history) and Parts III & IV move into practical topics (curriculum, co-teaching, collaboration, classroom organization, disability-specific teaching strategies, etc.) associated with inclusive education. This organization conforms to the belief that least restrictive environments (the goal of inclusive education) necessarily emerges from least restrictive attitudes (the goal of disability studies). Discussions throughout the book attempt to illustrate the intersection of theory and practice.
In response to concerns about teacher retention, especially among teachers in their first to fourth year in the classroom, we offer future teachers a series of brief guides full of practical advice that they can refer to in both their student teaching and in their first years on the job.
Despite growing evidence of a close and complex relationship between disability and poverty, development policy, planning and programming has often failed to take full account of the concerns of disabled people. However, following the 2006 UN Convention on the Rights of Persons with Disabilities and the post-2015 sustainable development agenda, which promises to 'leave no one behind', there have been increasing calls from governments and development agencies for disability to be mainstreamed into all development planning. Disability and International Developmentprovides a comprehensive overview of key themes in the field of disability and development, including issues around identity, poverty, disability rights, education, health, livelihoods, disaster recovery and approaches to researching disability. The book engages with relevant theory and draws on existing literature in the field, as well as the author's own research and teaching experience, to explore key issues using a range of examples taken from around the world. Written in an accessible and engaging style to suit both students and practitioners, the book also includes a wide range of reflection exercises, discussion questions and further reading suggestions, making it the perfect introduction to disability and international development.
Law, policy, and practice in the United States has long held that students with disabilities – including those with intellectual disabilities – have the right to a free and appropriate public education, in a non-restrictive environment. Yet very few of these students are fully included in general education classrooms. Educational systems use loopholes to segregate students; universities regularly fail to train teachers to include students; and state regulators fail to provide the necessary leadership and funding to implement policies of inclusion. Whatever Happened to Inclusion? reports on the inclusion of students with intellectual disabilities from national and state perspectives, outlining the abject failure of schools to provide basic educational rights to students with significant disabilities in America. The book then describes the changes that must be made in teacher preparation programs, policy, funding, and local schools to make the inclusion of students with intellectual disabilities a reality.

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