Becoming a Great Inclusive Educator

The 22 chapters presented here focus on the skills needed to become an inclusive educator. Danforth contends that inclusive educators need to begin with humility and confront biases, understand the purpose of inclusion, cultivate the ethical commitments of inclusion, and become steeped in the tradition of inclusive practice, and discusses the conceptual and ethical challenges involved, including knowing disability, teaching for the disability rights movement, and equal access, and the practices of collaboration and co-teaching, promoting the development of friendships in the classroom, partnering with parents and families, encouraging positive behavior, using differentiated instruction, and school reform. In the third part, educators, researchers, and parents provide narratives of inclusive education challenges and successes in US schools. Annotation c2014 Ringgold, Inc., Portland, OR (protoview.com)

Scot Danforth is Professor and Director of the School of Teacher Education at San Diego State University. He is a leading scholar in the fields of disability studies in education and inclusive education. His previous books include The Incomplete Child: An Intellectual History of Learning Disabilities, Vital Questions Facing Disability Studies in Education (with Susan Gabel), and Disability and the Politics of Education: An International Reader (with Susan Gabel).