Citations (46)
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Alina Kewanian, Edwin Creely & Jane Southcott. (2023) Fierce parenting: an autoethnographic study of disability, inclusion, and ‘othering’. International Journal of Qualitative Studies in Education 0:0, pages 1-16.
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Beatriz Morgado & María Nieves Sánchez-Díaz. (2023) Teaching for all: profile of faculty members who facilitate the success and inclusion of students with disability. European Journal of Special Needs Education 0:0, pages 1-16.
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Lee Airton. (2023) You don’t know me: Welcoming gender diversity in schools via an ethic of hospitality. Curriculum Inquiry 53:2, pages 148-168.
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Teresa J. Shume. (2023) Conceptualising disability: a critical discourse analysis of a teacher education textbook. International Journal of Inclusive Education 27:3, pages 257-272.
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Sultan Kilinc. (2022) Mothers of children without disabilities’ conceptions of inclusive education: unveiling an exclusionary education system privileging normality and ableism. Disability & Society 37:10, pages 1678-1702.
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Anabel Moriña & Fuensanta Carnerero. (2022) Conceptions of Disability at Education: A Systematic Review. International Journal of Disability, Development and Education 69:3, pages 1032-1046.
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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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Christopher Lanterman, Adam B. Lockwood, Karen Sealander, Shannon Winans & Michelle Novelli. (2021) Expanding the gaze and moving the needle: Inclusion for students with EBD. Preventing School Failure: Alternative Education for Children and Youth 65:3, pages 185-193.
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Franziska Felder. (2021) Celebrating diversity in education and the special case of disability. Educational Review 73:2, pages 137-152.
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Taylor Meneley, Lindy Crawford & Gabriel Huddleston. (2021) Sherry: “inclusion” interpreted through a life-story lens. International Journal of Developmental Disabilities 67:1, pages 67-78.
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Amani Karisa, Judith McKenzie & Tania De Villiers. (2020) To what extent is the schooling system willing to change to include disabled children?. Disability & Society 35:9, pages 1520-1526.
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Sultan Kilinc. (2019) ‘Who will fit in with whom?’ Inclusive education struggles for students with dis/abilities. International Journal of Inclusive Education 23:12, pages 1296-1314.
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David Connor, Wendy Cavendish, Taucia Gonzalez & Patrick Jean-Pierre. (2019) Is a bridge even possible over troubled waters? The field of special education negates the overrepresentation of minority students: a DisCrit analysis. Race Ethnicity and Education 22:6, pages 723-745.
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Clara O’Byrne & Orla T. Muldoon. (2019) The construction of intellectual disability by parents and teachers. Disability & Society 34:1, pages 46-67.
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Paddy C. Favazza, Michaelene M. Ostrosky, Lori E. Meyer, SeonYeong Yu & Chryso Mouzourou. (2017) Limited representation of individuals with disabilities in early childhood classes: alarming or status quo?. International Journal of Inclusive Education 21:6, pages 650-666.
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Anabel Moriña. (2017) ‘We aren’t heroes, we’re survivors’: higher education as an opportunity for students with disabilities to reinvent an identity. Journal of Further and Higher Education 41:2, pages 215-226.
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Hendrik Trescher. (2017) Disabling practices. Cogent Social Sciences 3:1.
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Articles from other publishers (29)
Jordan Lukins, Naima Bhana Lopez, Mary Rose Sallese & John Andresen. (2023) Fostering Inclusive Dispositions: Integrating Disability Studies in Teacher Education. Journal of Special Education Preparation 3:3, pages 4-15.
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Sara T. Kover & Leonard Abbeduto. (2023) Toward Equity in Research on Intellectual and Developmental Disabilities. American Journal on Intellectual and Developmental Disabilities 128:5, pages 350-370.
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Xuechen Yuan. (2023) Mental Health Literacy and School-Student-Family Alliance: A Brief Narrative Review of Canada’s Individualized Education Plan. Cureus.
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Christopher Johnstone, Matthew J. Schuelka, Yeshi Choeki & Tashi Yetsho. (2023) Disability-Inclusive Education, Development, and Dialectics: Complex Cases in Bhutan. Comparative Education Review 67:1, pages 147-166.
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Erica N. Mason. (2023) Teachers’ Views of the Mathematical Capabilities of Students With Disabilities: A Mixed Methods Study. Teachers College Record: The Voice of Scholarship in Education 125:2, pages 178-202.
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Lúcia Pereira-Leite, Sandra Martins, Anabel Moriña & Beatriz Morgado. (2023) Concepciones sobre la discapacidad de estudiantes universitarios españoles. Alteridad 18:1, pages 122-135.
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Anies Al-Hroub & Nidal JouniAnies Al-Hroub & Nidal Jouni. 2023. School Inclusion in Lebanon. School Inclusion in Lebanon
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Craig Collinson. (2022) Dyslexics and Othering: an anti‐definitional approach to Lexism. British Journal of Special Education 49:1, pages 24-40.
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Ana María Rosas Rodríguez & José Álvarez Sánchez. (2022) Epistemic Injustice in the Education of People with Mental Disabilities. Educação & Realidade 47.
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Ana María Rosas Rodríguez & José Álvarez Sánchez. (2022) Injusticias Epistémicas en la Educación de Personas con Discapacidad Mental. Educação & Realidade 47.
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Munawir Yusuf, Dian Atnantomi Wiliyanto, Feri Ardiyanto & Priyono Priyono. (2021) Exploring The Views of Deaf Students about The Attitudes of Non-Deaf Students in Inclusive Schools. Exploring The Views of Deaf Students about The Attitudes of Non-Deaf Students in Inclusive Schools.
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Jonathan Rix. (2020) Our need for certainty in an uncertain world: the difference between special education and inclusion?. British Journal of Special Education 47:3, pages 283-307.
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Kristiina Brunila, Elina Ikävalko, Juho Honkasilta & Ulpukka Isopahkala-Bouret. (2020) Enhancing criticality and resistance through teaching in the neoliberal academy. Subjectivity 13:3, pages 200-216.
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Sibonokuhle Ndlovu. (2019) Access into professional degrees by students with disabilities in South African higher learning: A decolonial perspective. African Journal of Disability 8.
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Ashley Taylor. (2017) The Logic of Deferral: Educational Aims and Intellectual Disability. Studies in Philosophy and Education 37:3, pages 265-285.
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David I. Hernández-Saca, Laurie Gutmann Kahn & Mercedes A. Cannon. (2018) Intersectionality Dis/ability Research: How Dis/ability Research in Education Engages Intersectionality to Uncover the Multidimensional Construction of Dis/abled Experiences. Review of Research in Education 42:1, pages 286-311.
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Nancy Rice & Elizabeth Drame. (2017) Inclusive and Special Educator Preparation and the edTPA. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 40:4, pages 253-259.
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