Rethinking Disability

Jan W. Valle is a professor of Disability Studies in Education at The City College of New York where she teaches courses on inclusive practices and the politics of difference for childhood education, educational theatre, and STEM programs. Her research interests include educational equity, inclusion, and disability and the arts.David J. Connor worked in New York City schools for 18 years as a teacher and professional development specialist before becoming a professor at Hunter College and The Graduate Center of the City University of New York. He is currently Professor Emeritus and continues to write about education.

"In this new edition of Rethinking Disability, Valle and Connor deliver on every level. This new edition integrates a host of new ideas for transforming inclusive schools and classrooms—drawing from trauma-informed pedagogy, social-emotional learning, and supporting learners with complex learning needs in inclusive classrooms. Rethinking Disability inspires inclusive and equity driven mindsets while providing a wealth of practical approaches to support and engage all learners."Dr. Beth Ferri, Professor, Syracuse University"In the third edition, this fantastic work continues to stand head and shoulders above the competition. Valle and Connor frame the best inclusive education practices in a disability studies framework that replaces an outdated deficit obsession with a practical pedagogy of hope."Dr. Scot Danforth, Professor, Chapman University"Rethinking Disability is the comprehensive text I had been searching for to challenge and motivate pre- and in-service teachers. Valle and Connor invite educators to reframe mindsets about disability, guiding readers toward an understanding grounded in equity and inclusion. By centering the voices and histories of disabled people and offering strategies to support inclusive practices, they prepare educators to lead classrooms rooted in justice and belonging."Alicia Ciocca, Lecturer, Lehman College, City University of New York

• Part I: How Knowledge Guides Practice 1. Making Sense of Public School Culture and Context 2. Contemplating the (In)visbility of Disability 3. Disability Beliefs and Attitudes in Public Education: Expanding Beyond "Normalcy" 4. Practicing Educational Equity in a Democracy Part II: How Practice Deepens Knowledge 5. Selecting Approaches and Tools of Inclusive Teaching 6. Creating a Dynamic Classroom Culture 7. Assessing Student Knowledge and Skills in the Inclusive Classroom 8. Drawing Upon the Power of Two 9. Supporting the Least Included Students Part III: How Talk Changes Knowledge and Practice 10. Actively Challenging "Normalcy" 11. Actively Promoting Educational Equity A Final Note