425
Views
0
CrossRef citations to date
0
Altmetric
Original Articles

Nothing about Us without Us: Teaching about (Dis)ability in the Early Grades

&

References

  • Anderson, L., & Krathwohl, D. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of educational objectives. Longman.
  • Bauml, M, & Field, S. L. (2012). The Aztec, Frida Kahlo, and Cinco de Mayo: Mexico in children’s literature. The Social Studies, 103(2), 90–95.
  • Beasley, M. (2010). Eleanor Roosevelt: Transformative First Lady. University Press of Kansas.
  • Benassi, V., Overson, C., & Hakala, C. (Eds.). (2014). Applying science of learning in education: Infusing psychological science into the curriculum. American Psychological Association.
  • Berry, S. (2019). Happiness. Iversen.
  • Bickford, J. (2013). Initiating historical thinking in elementary schools. Social Studies Research and Practice, 8(3), 60–77.
  • Bickford, J. (2015). Assessing and addressing the historical (mis)representations of the Civil Rights Movement within children’s literature. The History Teacher, 48(4), 693–736.
  • Bickford, J., & Badal, T. (2016). Trade books’ historical representation of Eleanor Roosevelt. First Lady of the World. Social Studies Research and Practice, 11(3), 1–18.
  • Bickford, J. H., Clabough, J., & Taylor, T. N. (2020a). Fourth-graders’ (re-)reading, (historical) thinking, and (revised) writing about the Black Freedom Movement. The Journal of Social Studies Research, 44(2), 249–261.
  • Bickford, J., Clabough, J., & Taylor, T. (2020b). Fourth-graders’ reading, thinking, and writing about historical sources. Social Studies Research and Practice, 15(1), 57–82.
  • Bickford, J., & Lindsay, M. (2017). Franklin Delano Roosevelt’s historical representation in children’s and young adult literature. Social Studies Research and Practice, 12(2), 125–138.
  • Bickford, J., & Rich, C. (2014). Trade books’ historical representation of Eleanor Roosevelt, Rosa Parks, and Helen Keller. Social Studies Research and Practice, 9(1), 18–66.
  • Bickford, J., & Schuette, L. (2016). Trade books’ historical representation of the Black Freedom Movement, slavery through Civil Rights. Journal of Children’s Literature, 41(1), 20–43.
  • Bickford, J., & Silva, K. (2016). Trade books’ historical representation of Anne Sullivan Macy, The Miracle Worker. Social Studies Research and Practice, 11(1), 56–72.
  • Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Perspectives: Choosing and Using Books for the Classroom, 1(3), ix–xi.
  • Bowling, D. (2017). Insignificant events in the life of a cactus. Sterling.
  • Brands, H. W. (2008). Traitor to his class: The privileged life and radical presidency of Franklin Delano Roosevelt. Doubleday.
  • Brightman, A. J. (1985). Ordinary moments: The disabled experience. Human Policy Press.
  • Brown, C. (2019). Born this way. Iversen.
  • Brown, T. (1996). Someone special, just like you. Square Fish.
  • Byars, B. (1970). The summer of the swans. Viking Press.
  • Carrick, C., & Carrick, D. (1985). Stay away from Simon!. Clarion.
  • Carson, D. P. (2013). Ed Roberts: Father of Disability Rights. Dog Ear Publishing.
  • Claggett, C. E., & Weiss, R. H. (2014). Max Starkloff and the fight for disability rights. University of Chicago Press.
  • Cook, B. (1992). Eleanor Roosevelt: Volume one, 1884–1933. Viking.
  • Cook, B. (1999). Eleanor Roosevelt: Volume two, 1933–1938. Viking.
  • Cook, B. (2016). Eleanor Roosevelt: Volume three, the war years and after, 1939–1962. Viking.
  • Demoiny, S. B., & Ferraras-Stone, J. (2018). Critical literacy in elementary social studies: Juxtaposing historical master and counter narratives in picture books. The Social Studies, 109(2), 64–73.
  • Disability History Museum. (2020). Retrieved from https://www.disabilitymuseum.org/dhm/index.html
  • Doering, A. (2010). My friend has Autism. Picture Window Books.
  • Educational Resources Information Center. (2020). Clearinghouse on Disabilities and Gifted Education. https://eric.ed.gov
  • Einhorn, L. (1998). Helen Keller, public speaker: Sightless but seen, deaf but heard. Greenwood.
  • Emerging America: Disability History through Primary Sources. (n.d.). Retrieved from http://emergingamerica.org/accessing-inquiry/disability-history-through-primary-sources
  • Escobar, D. A., & Radoff, S. R. (Illustrated by Stephen Adams). (2016). The Awesome Miss Seeds: Her courage overcame disabilities; her determination changed schools and teaching. Author House.
  • Fehn, B., & Heckart, K. (2013). Producing a documentary in the third grade: Reaching all students through movie making. Social Studies and the Young Learner, 25(3), 18–22.
  • Hayes, A. (2017). Disability Rights Movement. Rosen Publishing Group.
  • Herrmann, D. (1998). Helen Keller: A life. Alfred A. Knopf.
  • Historical Thinking Project. Retrieved from http://historicalthinking.ca/
  • Holloway, J., Chiodo, J. (2009). Social studies IS being taught in the elementary school: A contrarian view. Journal of Social Studies Research, 33(2), 235–261.
  • Jay, B., & Lyerly, C. L. (2016). Understanding and teaching American slavery. University of Wisconsin Press.
  • Jenkins, R. (2003). Franklin Delano Roosevelt. MacMillan.
  • Jones, W. (2013). The March on Washington: Jobs, freedom, and the forgotten history of civilrights. Norton.
  • Jun, N. (2018). My Beijing: Four stories of everyday wonder. Lerner.
  • Kent, D. (1996). The Disability Rights Movement. Children’s Press.
  • Kent, D., & Quinlan, K. A. (1996). Extraordinary people with disabilities. Children’s Press.
  • Lash, J. (1971). Eleanor and Franklin. Norton.
  • Levstik, L., & Barton, K. (2015). Doing history: Investigating with children in elementary and middle schools (5th ed.). Routledge.
  • Library of Congress: Primary Source Analysis Tool. Retrieved from http://www.loc.gov/teachers/primary-source-analysis-tool/
  • Loewen, J. (2007). Lies my teacher told me: Everything your American history textbook got wrong. Simon and Schuster.
  • Lucey, T., Shifflet, R., & Weilbacher, G. (2014). Patterns of early childhood, elementary, and middle-level social studies teaching: An interpretation of Illinois social studies teachers’ practices and beliefs. The Social Studies, 105(6), 283–290.
  • Martin, B., & Archambault, J. (1997). Knots on a counting rope. Square Fish.
  • McDivitt, L. (2018). Nature's friend: The Gwen Frostic story. Sleeping Bear Press.
  • McMurrer, J. (2008). Instructional time in elementary schools: A closer look at changes for specific subjects. Center on Education Policy.
  • Morganelli, A. (2016). Rick Hansen: Improving life for people with disabilities. Crabtree.
  • National Archives: Document Analysis Worksheets. Retrieved from https://www.archives.gov/education/lessons/worksheets
  • National Association for the Education of Young Children [NAEYC]. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. NAEYC.
  • National Council for Social Studies (NCSS). (2019). Early childhood in the social studies context. NCSS.
  • National Council for the Social Studies (NCSS). (2013). Social studies for the next generation: Purposes, practices, and implications of the college, career, and civic life (C3) framework for social studies state standards. NCSS.
  • National Governors Association Center for Best Practices & Council of Chief State School Officers [NGA & CCSSO]. (2010). Common Core state standards for English/language arts and literacy in history/social studies, science, and technical subjects. Department of Education.
  • Nielsen, K. (2010). Beyond the Miracle Worker: The remarkable life of Anne Sullivan Macy Andher extraordinary friendship with Helen Keller. Beacon Press.
  • Nokes, J. (2011). Recognizing and addressing the barriers to adolescents’ “reading like historians”. The History Teacher, 44(3), 379–404.
  • Norris, B., & Brock, D. (2003). Exploring history through primary sources: Civil rights movement. Teacher Created Materials.
  • Pelka, F. (1997). The ABC-CLIO companion to Disability Rights Movement. ABC-CLIO.
  • Rankin, L. (1996). The handmade alphabet. Puffin.
  • Roberts, S. (2015). A review of social studies textbook content since. (2002). Social Studies Research and Practice, 9(3), 51–65.
  • Sanders, P., & Myers, S. (1998). People with disabilities. Copper Beech Books.
  • Seixas, P., & Morton, T. (2012). The big six historical thinking concepts. Nelson College Indigenous.
  • Sienkiewicz-Mercer, R., & Kaplan, S. B. (1989). I raise my eyes to say yes. Houghton Mifflin.
  • Southern Poverty Law Center. (1997). Starting small: Teaching tolerance in preschool and the early-grades. SPLC.
  • Special Needs Project. (n.d.). https://specialneedsproject.com
  • Stanford History Education Group: Historical Thinking Chart. Retrieved from https://sheg.stanford.edu/history-lessons/historical-thinking-chart
  • Stewart, C. (2010). The Greenwood encyclopedia of LGBT issues worldwide. Greenwood.
  • Stroman, D. F. (2003). The Disability Rights Movement: From deinstitutionalization to self-determination. University Press of America.
  • Swan, K., Grant, S. G., & Lee, J. (2019). Blueprinting an inquiry-based curriculum: Planning with the Inquiry Design Model. NCSS.
  • Swan, K., Lee, J., & Grant, S. G. (2015). The New York State toolkit and the inquiry design model: Anatomy of an inquiry. Social Education, 79(5), 316–322.
  • Thompson, L. A. (2015). Emmanuel's dream: The true story of Emmanuel Ofosu Yeboah. Penguin.
  • U.S. Census. (2016). American community survey, Table S1810. http://factfinder.census.gov
  • U.S. Department of Education, National Center for Education Statistics. (2019). Digest of Education Statistics, 2018. https://nces.ed.gov/
  • VanSledright, B. (2002). Fifth graders investigating history in the classroom: results from a researcher-practitioner design experiment. The Elementary School Journal, 103(2), 131–160. https://doi.org/https://doi.org/10.1086/499720
  • VanSledright, B. (2014). Assessing historical thinking and understanding: Innovative designs for new standards. Routledge.
  • Vaughn, J. (2003). Disabled rights: American policy and the fight for equality. Georgetown University Press.
  • Watson, E. (1996). Talking to angels. Harcourt.
  • Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Temple University Press.
  • Wineburg, S., & Martin, D. (2009). Tampering with history: Adapting primary sources for struggling readers. Social Education, 73(5), 212–216.
  • Wineburg, S., Smith, M., & Breakstone, J. (2012). New directions in assessment: Using Library of Congress sources to assess historical understanding. Social Education, 76(6), 290–293.
  • Zames Fleisher, D., & Zames, F. (2011). The disability rights movement: From charity to confrontation. Temple University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.