My Learning Dis/Ability and Disability Studies in Education Activism

RECOMMENDED READINGS

• Artiles, A. J., S. Dorn, and A. Bal. 2016. “Objects of Protection, Enduring Nodes of Difference: Disability Intersections with “Other” Differences, 1916–2016.” Review of Research in Education 40 (1):777–820. doi:10.3102/0091732X16680606.
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• EMDR Institute, Inc. 2018. What is EMDR? http://www.emdr.com/what-is-emdr/
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• Hernández-Saca, DavidI. 2019. “Transitioning through an Inclusive Model of Dis/Ability at the Intersections: It Takes an Inclusive Village and Spirit,” in J. W. Valle and D. J. Connor (eds.), Rethinking Disability: A Disability Studies Approach to Inclusive Practices, 265–266. New York: Routledge.
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• Hernández-Saca, DavidI, and L. Boskovich. 2019. “Stepping towards Healing about Learning Disability at Our Intersectionality: How LD Pain and Privilege Structured Our Schooling Experiences,” in H. Ellis (ed.), Exploring the Reflexivity of Pain and Privilege, 47–73. Rotterdam, The Netherlands: Sense Publisher-Books on Educational Research.
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• Hernández-Saca, David I., and M. A. Cannon. 2019. “Interrogating Disability Epistemologies: Towards Collective Dis/Ability Intersectional Emotional, Affective and Spiritual Autoethnographies for Healing.” International Journal of Qualitative Studies in Education 32 (3):243–262. doi: 10.1080/09518398.2019.1576944.
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• Hernández-Saca, David I., L. G. Kahn, and M. A. Cannon. 2018. “Intersectional 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):286–311. doi: 10.3102/0091732X18762439.
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• Hernández-Saca, David I. 2017. “Re-Framing the Master Narratives of Dis/Ability at my Intersections: An Outline of a Research Agenda.” Critical Disability Discourses/Discours Critiques Dans le Champ du Handicap 8:1–30. https://cdd.journals.yorku.ca/index.php/cdd/article/view/39723.
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• Kozleski, E. B., A. J. Artiles, and F. Waitoller. 2014. “Equity in Inclusive Education: A Cultural Historical Comparative Perspective,” in L. Florian (ed.), The Handbook of Special Education, 231–249. New York: Sage Publications.
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• McDonald, K. E., C. B. Keys, and F. E. Balcazar. 2007. “Disability, Race/Ethnicity and Gender: Themes of Cultural Oppression, Acts of Individual Resistance.” American Journal of Community Psychology 39 (1–2):145–161. doi: 10.1007/s10464-007-9094-3.
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• Shapiro, F., and R. M. Solomon. 2010. “Eye Movement Desensitization and Reprocessing.” The Corsini Encyclopedia of Psychology 1–3.
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• Thomas, C. 1999. Female Forms: Experiencing and Understanding Disability. Buckingham: Open University Press.
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• Vehmas, S., and N. Watson. 2014. “Moral Wrongs, Disadvantages, and Disability: A Critique of Critical Disability Studies.” Disability & Society 29 (4):638–650. doi: 10.1080/09687599.2013.831751.
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• Vygotsky, Lev Semenovich. 1978. (Trans. Stephen Toulmin). Mind in Society-Development of Higher Psychological Processes, Vygotsky, L.S.
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• Ware, Linda. 2012. “Disability Studies,” in James A. Banks (ed.), Encyclopedia of Diversity in Education, vol. 2:657–661. Sage Publication.
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