Citations (107)
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Jessica Bacon & Erin Pomponio. (2023) A call for radical over reductionist approaches to ‘inclusive’ reform in neoliberal times: an analysis of position statements in the United States. International Journal of Inclusive Education 27:3, pages 354-375.
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Rebecca A. Cruz, Allison R. Firestone & Matthew Love. (2023) Beyond a seat at the table: imagining educational equity through critical inclusion. Educational Review 0:0, pages 1-27.
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Michele Friedner & Pamela Block. (2023) Recuperating the bad outcome: reimagining optimal futures beyond Auditory Verbal Therapy and Applied Behavioral Analysis. The Senses and Society 18:1, pages 34-51.
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Simoni Symeonidou & Eleni Loizou. (2023) Bridging early childhood education and inclusive practices in classrooms that serve children with disabilities: a narrative portrait. European Early Childhood Education Research Journal 31:1, pages 92-105.
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Deejay Robinson. (2022) What I now know: a Black male educator’s story on success. Race Ethnicity and Education 0:0, pages 1-17.
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Marisa Kofke & Dana Morrison. (2021) Disability Studies in Education and Justice-Oriented Teacher Preparation: Understanding the Barriers and Possibilities of Integrating Critical Visions of Disability. Studying Teacher Education 17:3, pages 350-368.
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Margaret R. Beneke, Shayla Collins & Selma Powell. (2021) Who May Be Competent? Mothering Young Children of Color with Disabilities and the Politics of Care. Equity & Excellence in Education 54:3, pages 328-344.
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P. Douglas, C. Rice, K. Runswick-Cole, A. Easton, M. F. Gibson, J. Gruson-Wood, E. Klar & R. Shields. (2021) Re-storying autism: a body becoming disability studies in education approach. International Journal of Inclusive Education 25:5, pages 605-622.
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Scot Danforth & David J. Connor. (2020) Considering Inclusive Education through the Independent Living Movement: Lessons for Improvement?. The Educational Forum 84:4, pages 325-339.
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Allison D. Brenneise. (2020) Presuming competence: troubling the ideal student. Communication Education 69:3, pages 317-334.
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Kelly P. Vaughan & Gia Super. (2019) Theory, practice, and perspectives: Disability Studies and parenting children with disabilities. Disability & Society 34:7-8, pages 1102-1124.
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David J. Connor & Diane Berman. (2019) (Be)Longing: a family’s desire for authentic inclusion. International Journal of Inclusive Education 23:9, pages 923-936.
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Laura Azzarito. (2019) ‘Look to the bottom’: re-writing the body curriculum through storylines. Sport, Education and Society 24:6, pages 638-650.
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Mary R. Coakley-Fields. (2019) Building strong reading muscles: ableist language in a teacher’s talk about reading. International Journal of Inclusive Education 23:3, pages 245-260.
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Joanne M. Van Boxtel. (2018) Constructing culturally responsive professional development for inclusion in El Salvador using the lens of intercultural competence. International Journal of Inclusive Education 22:11, pages 1173-1183.
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Phillip A. Boda. (2017) Less Hope, More Paint: On the Political War Being Waged in Urban Contexts. The Educational Forum 81:4, pages 391-403.
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Michele Friedner & Pamela Block. (2017) Deaf studies meets autistic studies. The Senses and Society 12:3, pages 282-300.
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Carrie E. Rood & Christine Ashby. (2017) Developing and Maintaining Inclusive Identities: Understanding Student Teaching through de Certeau’s Framework of Tactics and Strategies. Action in Teacher Education 39:3, pages 274-291.
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Katja Dindar, Anne Lindblom & Eija Kärnä. (2017) The construction of communicative (in)competence in autism: a focus on methodological decisions. Disability & Society 32:6, pages 868-891.
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Jacqueline Roberts & Kate Simpson. (2016) A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools. International Journal of Inclusive Education 20:10, pages 1084-1096.
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Scot Danforth. (2016) Social justice and technocracy: tracing the narratives of inclusive education in the USA. Discourse: Studies in the Cultural Politics of Education 37:4, pages 582-599.
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Casey Woodfield & Christine Ashby. (2016) ‘The right path of equality’: supporting high school students with autism who type to communicate. International Journal of Inclusive Education 20:4, pages 435-454.
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Christine Ashby, Eunyoung Jung, Casey Woodfield, Katherine Vroman & Fernanda Orsati. (2015) ‘Wishing to go it alone’: the complicated interplay of independence, interdependence and agency. Disability & Society 30:10, pages 1474-1489.
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Elaine Silva Mangiante & Adam Moore. (2015) Implementing Inclusive Engineering Challenges for Elementary Students. Kappa Delta Pi Record 51:3, pages 131-137.
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Kathleen M. Collins, Preston C. Green$suffix/text()$suffix/text(), Steven L. Nelson & Santosh Madahar. (2015) Cyber Charter Schools and Students With Dis/Abilities: Rebooting the IDEA to Address Equity, Access, and Compliance. Equity & Excellence in Education 48:1, pages 71-86.
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Scott O. Lilienfeld, Julia Marshall, James T. Todd & Howard C. Shane. (2014) The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example. Evidence-Based Communication Assessment and Intervention 8:2, pages 62-101.
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Isabel Killoran, Dagmara Woronko & Hayley Zaretsky. (2014) Exploring preservice teachers' attitudes towards inclusion. International Journal of Inclusive Education 18:4, pages 427-442.
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Christine Ashby, Janice Burns & Joan Royle. (2014) ALL Kids Can Be Readers: The Marriage of Reading First and Inclusive Education. Theory Into Practice 53:2, pages 98-105.
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Janet Story Sauer. (2013) Research, relationships and making understanding: a look at Brantlinger's Darla and the value of case study research. International Journal of Inclusive Education 17:12, pages 1253-1264.
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Srikala Naraian & Poonam Natarajan. (2013) Negotiating Normalcy with Peers in Contexts of Inclusion: Perceptions of youth with disabilities in India. International Journal of Disability, Development and Education 60:2, pages 146-166.
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David
J. Connor. (2012) Actively navigating the transition into college: narratives of students with learning disabilities. International Journal of Qualitative Studies in Education 25:8, pages 1005-1036.
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Gill Rutherford. (2012) In, out or somewhere in between? Disabled students' and teacher aides' experiences of school. International Journal of Inclusive Education 16:8, pages 757-774.
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ChristineE. Ashby & Julie Causton-Theoharis. (2012) “Moving quietly through the door of opportunity”: Perspectives of College Students who Type to Communicate. Equity & Excellence in Education 45:2, pages 261-282.
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James
T. Todd. (2012) The moral obligation to be empirical: Comments on Boynton's “Facilitated Communication—what harm it can do: Confessions of a former facilitator”. Evidence-Based Communication Assessment and Intervention 6:1, pages 36-57.
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Srikala Naraian. (2011) Seeking transparency: the production of an inclusive classroom community. International Journal of Inclusive Education 15:9, pages 955-973.
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Lorenzo Bernardi & Arjuna Tuzzi. (2011) Analyzing Written Communication in AAC Contexts: A Statistical Perspective. Augmentative and Alternative Communication 27:3, pages 183-194.
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Sharon Dotger. (2011) Exploring new territories: my trajectory toward becoming an inclusive science teacher educator. Reflective Practice 12:3, pages 415-426.
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Srikala Naraian. (2010) Disentangling the social threads within a communicative environment: a cacophonous tale of alternative and augmentative communication (AAC). European Journal of Special Needs Education 25:3, pages 253-267.
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Michelle Grenier. (2010) Moving to inclusion: a socio‐cultural analysis of practice. International Journal of Inclusive Education 14:4, pages 387-400.
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ChristineE. Ashby & JulieN. Causton‐Theoharis. (2009) Disqualified in the human race: a close reading of the autobiographies of individuals identified as autistic. International Journal of Inclusive Education 13:5, pages 501-516.
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Kerry Cormier. (2023) Dedication to the craft: developing pre-service teachers into social justice advocates through PDS and poetry. School-University Partnerships 16:2, pages 110-124.
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Ashley Taylor. (2023) The paradox of epistemic ability profiling. Journal of Philosophy of Education.
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Hyun Uk Kim & Amy Ballin. (2023) Pedagogical strategies to inspire teachers to teach all: How to change teachers’ perceptions about students from being a problem to having a problem. Equity in Education & Society.
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Maggie R. Beneke, Emily Machado, Jordan Taitingfong, Santasha Dhoot, Janaki Nagarajan & Megan Rupert. (2023) “‘Together’ Means I Am Not the Only One”: Educators Reclaiming Interdependence in Early Literacy through Narratives of Struggle. Language Arts 100:5, pages 365-377.
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Curt Dudley-Marling. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Tara Schwitzman-Gerst. (2022) “We Still Miss Some of Them”: A DisCrit Analysis of the Role of Two 4-Year Hispanic Serving Institutions in Racially Diversifying the K–12 Teaching Force. Teachers College Record: The Voice of Scholarship in Education 124:7, pages 82-104.
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Traci-Ann Garrad, Samantha Vlcek & Angela Page. (2022) The Importance of the Promotion of Evidence-Based Practice as a Reasonable Adjustment in Mainstream Education Settings for Students With Autism Spectrum Disorder. Australasian Journal of Special and Inclusive Education 46:1, pages 101-112.
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Laura K. Anderson. (2021) Using UDL to Plan a Book Study Lesson for Students With Intellectual Disabilities in Inclusive Classrooms. TEACHING Exceptional Children 54:4, pages 258-267.
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Charles William Kemp. 2022. Advising Preservice Teachers Through Narratives From Students With Disabilities. Advising Preservice Teachers Through Narratives From Students With Disabilities
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Ashley Taylor & Kevin McDonough. (2021) Safeguarding the Epistemic Agency of Intellectually Disabled Learners. Philosophy of Education 77:1, pages 24-41.
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Katharine Beals. (2021) Book Review: Autism and the myth of the person alone. Research on Social Work Practice 31:4, pages 421-425.
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Casey L. Woodfield & Justin E. Freedman. (2021) Barriers to Knowing and Being Known: Constructions of (In)competence in Research. Philosophical Inquiry in Education 28:2, pages 177-195.
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Audri Sandoval Gomez & Aja McKee. (2020) When Special Education and Disability Studies Intertwine: Addressing Educational Inequities Through Processes and Programming. Frontiers in Education 5.
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Douglas Biklen. (2020) Presuming competence, belonging, and the promise of inclusion: The US experience. PROSPECTS 49:3-4, pages 233-247.
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Christine Ashby, Casey Woodfield, Brianna Dickens, Katherine Vroman & Katie Heath. (2020) Fostering Communication Through Physical Activity. Excelsior: Leadership in Teaching and Learning 12:2.
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Grace L. FrancisAlexandra S. ReedMaureen E. Howard. (2020) Interactions With and Between Families and Professionals in College: Perspectives of Young Adults With Intellectual and Developmental Disabilities. Inclusion 8:2, pages 163-179.
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Monica C. Kleekamp. (2020) “No! Turn the Pages!” Repositioning Neuroqueer Literacies. Journal of Literacy Research 52:2, pages 113-135.
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Anđela ĐukovićV.V., Ivana MrvošD.D. & Ivica RadovanovićV.V.. (2020) Education based on art as inclusive education. Inovacije u nastavi 33:2, pages 1-14.
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Andrew M. Colombo-Dougovito, Suzanna Rocco Dillon & Elias Mpofu. 2020. Sustainable Community Health. Sustainable Community Health
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Rick Coppola, Rebecca Woodard & Andrea Vaughan. (2019) And the Students Shall Lead Us: Putting Culturally Sustaining Pedagogy in Conversation With Universal Design for Learning in a Middle-School Spoken Word Poetry Unit. Literacy Research: Theory, Method, and Practice 68:1, pages 226-249.
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Christine Ashby & Casey Woodfield. 2019. Promoting Social Inclusion. Promoting Social Inclusion
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Katie O’Neil & Rebecca McCarthy. (2018) The Pitfalls of Presumptions. The ASHA Leader 23:12, pages 10-11.
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