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

Autor/inn/en	Bickford, John H.; Little, Dalani A.
Titel	Nothing about Us without Us: Teaching about (Dis)ability in the Early Grades
Quelle	In: Social Studies, 113 (2022) 1, S.1-16 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2021.1945994
Schlagwörter	Disabilities; Elementary School Teachers; Activism; Advocacy; Primary Sources; Civil Rights; Writing Assignments; United States History; Social Studies + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Aktivismus; Politischer Protest; Sozialanwaltschaft; Primärquelle; Bürgerrechte; Grundrechte; Zivilrecht; Gemeinschaftskunde
Abstract	Students, especially young children, recognize differences. This guided inquiry positions elementary students to consider the (dis)abilities they see and do not see. This article couples trade books emphasizing diverse perspectives--general, American, people of color, international contexts, fiction, and disparate (dis)abilities--with evocative primary sources--telegrams, letters, photographs, bumper stickers, and buttons--highlighting advocacy for equity. The secondary and primary sources offer an array of curricular possibilities featuring famous, forgotten, and ordinary historical and modern voices. Text-based primary sources were abridged for length and adapted for language. Five graphic organizers evoke distinct types of thinking--historical thinking, close reading of text and subtext for critical thinking, unpacking text-based primary sources, examining visual primary sources, or illustrating central ideas--while providing varied levels of support. The age-appropriate texts engage students in elements of history, civics, and social and emotional learning. The tasks direct students' thinking by integrating reading and writing in an interdisciplinary format flexible for elementary schedules. The inquiry culminates as students use distinct writing forms (expository, persuasive, or narrative) to engage various audiences (authors, librarians, administrators, teachers, counselors, or family) in informed dialogue about (dis)ability in history and today. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01