The purpose of this book is to understand the tensions, perspectives and experiences of teachers as they work to create more inclusive mindsets and identities despite working in an educational system that allows for ability profiling and disability stigma in schools. This work fills a gap in the literature in that not much is known about the journeys teachers take as they come to identify as inclusive educators. Utilizing poetic inquiry, this book captures teachers' journeys through transcription poetry to offer more nuanced insights into their thoughts and experiences.
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