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dc.contributor.authorHall, Jean P.
dc.date.accessioned2010-12-14T19:08:02Z
dc.date.available2010-12-14T19:08:02Z
dc.date.issued2002
dc.identifier.citationHall, Jean, P. (2002). Narrowing the breach: Can disability culture and full educational inclusion be reconciled? Journal of Disability Policy Studies, 13(3), 144-152
dc.identifier.urihttp://hdl.handle.net/1808/6904
dc.description.abstractBecause of the long history of exclusion of people with disabilities, total inclusion in the educational environment has many outspoken proponents. People and organizations favoring inclusion, however, are overlooking the value of the disability culture that is fostered when children with disabilities have the opportunity to associate with and learn alongside other individuals who share similar identities and life experiences.The history of the disability rights movement clearly illustrates that major changes do not occur unless people with disabilities band together to address shared injustices (e.g., Shapiro, 1993). The phenomenon of a disability culture has been convincingly demonstrated by many researchers and writers, and its importance to the development and self-esteem of students with disabilities is discussed. Although the current special education system has many negative aspects, changes to the existing system rather than a movement to full inclusion will be more effective in supporting disability culture and, ultimately, the needs of children with disabilities.
dc.language.isoen_US
dc.publisherJournal of Disability Policy Studies
dc.subjectDisability Culture
dc.subjectInclusion
dc.titleNarrowing the Breach: Can Disability Culture and Full Educational Inclusion Be Reconciled?
dc.typeArticle
kusw.kuauthorHall, Jean P.
kusw.kudepartmentDivision of Adult Studies
kusw.oastatusfullparticipation
dc.identifier.orcidhttps://orcid.org/0000-0001-7236-1807
kusw.oaversionScholarly/refereed, publisher version
kusw.oapolicyThis item meets KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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