For my critical summary I chose the concept of disability in education because I feel that it is a concept that doesn’t get enough attention and the students with disabilities either get the attention, they need of do not receive enough. For the first article I had found is called “Teacher counternarrative: transgressing and ‘restorying’ disability in education”. This article aims to explore the disconnect between the disability studies in education perspectives on inclusive schooling help by a group of dually certified inclusive educators and the everyday, lived experiences of these same teachers who find themselves teaching students with labelled disabilities within the confines of the special education bureaucracy. Throughout this article we can hear about dominant narratives about disability in education and illustrate some of the ways in which teachers do resist and transgress the broad structures of schooling in ways that enable them to “restory” disability in education and lastly it will explore the implications of this work for preparing teacher to be dually certified, inclusive educators of all children withing schools.
It continues on to talk about how some universities in different countries prepare their future educators to be dually certifies as general teachers and teachers working with students with disabilities. This concept really helps teachers in the future because the are able to deal with changes to their classroom if they had a child with a disability. In the article they state that “inclusive education is not just about students with labeled disabilities, but rather is fundamentally about all students, and more significantly, about the cultural practices of schooling” (Elementary Inclusive Preservice Education Program 2008). The system actively critiques the dual systems of ‘general’ and ‘special’ education that currently serve to stigmatize, segregate and deny equal access to academic education for students identified as disabled. The authors state that they hope that with making this curriculum central to their inquiry through exploring teachers’ navigation and transgression of this often unfaithful ground raises questions not simply about what it means for inclusive educators to teach for social justice, but what additionally what it means to engage in socially just teacher preparation of inclusive educators.
To further my concept, I will look into how educators today are making their classrooms more inclusive and how they might deal with the struggle of change. Also looking at what needs to be done to help students with disabilities feel like they are apart of the school’s community. I will also look to continue broadening my own learning and understanding on disability in education, while trying to help others understand it as well.