Fortifying the Foundation: Tools for Addressing Disability within the Multicultural Classroom

Autor/in	Bialka, Christa S.
Titel	Fortifying the Foundation: Tools for Addressing Disability within the Multicultural Classroom
Quelle	In: Multicultural Perspectives, 19 (2017) 3, S.172-177 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0960
DOI	10.1080/15210960.2017.1335077
Schlagwörter	Disabilities; Multicultural Education; Knowledge Base for Teaching; Course Content; Social Bias; Teacher Attitudes; Student Attitudes; Curriculum Design; Visual Aids; Instructional Materials; Normalization (Disabilities); Social Justice; Consciousness Raising; Individualized Instruction; Student Empowerment + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Multikulturelle Erziehung; Teaching theory; Theory of teaching; Unterrichtstheorie; Kursprogramm; Lehrerverhalten; Schülerverhalten; Lehrplangestaltung; Anschauungsmaterial; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Normalisierung; Soziale Gerechtigkeit; Bewusstseinsbildung; Individualisierender Unterricht; Studienberechtigung
Abstract	In a 2007 issue of "Multicultural Perspectives," Johnson and Nieto highlighted the need for more deliberate, robust, and balanced conversations regarding disability, especially within the context of multicultural education. Although researchers echo the importance of disability-based discussions and related curriculum, disability programming at the elementary and secondary levels is often sporadic or non-existent. This article melds Banks' (2004) five dimensions of multicultural education with disability-based constructs in order to provide a set of tools for fortifying teachers' knowledge base regarding disability and considering how disability can become a more integral part of the multicultural classroom. (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	2020/1/01