Teaching inclusion with literature: When teachers and their students linger in text

Ten professional development participants learned how to recognize ableist frames and stereotypes, and use language study to help readers unpack texts in order to share these skills with their students (Biklen, 2007; Leland, Lewison, & Harste, 2013).  Based on teachers’ pre/post assessments of K-16 student talk, these readers “disrupted” their existing commonplace and mistaken beliefs about disability and people with disabilities. Action research findings shared by K-16 practitioners who used tradebooks to explore/disrupt ableism, first together and then with their students.

Mary Fisher, Will Blackwell, Jennifer Buss, Nancy Kennedy, Elizabeth Pearce, Christy Roberts