Biklen (2000) challenges us to consider how we “conceptualize and practice inclusive schooling in light of critical disability narratives” (p. 337). Disability, after all, can be socially constructed.
Four themes to consider:
•resisting a static understanding of disability
•creating and finding context for experiencing competence
•resistance to normate narratives
•honouring the experiences of disability
“The good teacher always sees his or her task as that of finding a better strategy, where the teacher is a coach rather than a judge, someone who looks for and fosters dialogue, and where demonstrated ability evolves through a reflective process rather than a contested one” (Biklen, 2000, p. 345). This is not a new idea… so why hasn’t beneficial inclusion become the norm or happened? Do we as educator’s help perpetuate the educational bias?
The one thing I am certain about is that fostering self advocacy in our students is very important.
References:
Biklen, D. (2000) Constructing Inclusion: Lessons from Critical, Disability Narratives. International Journal of Inclusive Education, 4:4, 337-353.
