Title

DISABILITY IN HIGHER EDUCATION: A POSITION PAPER

Authors

Authors

L. H. King; N. Aguinaga; C. O'Brien; W. Young;K. Zgonc

Comments

Authors: contact us about adding a copy of your work at STARS@ucf.edu

Abbreviated Journal Title

Am. Ann. Deaf

Keywords

Education, Special; Rehabilitation

Abstract

LEADERSHIP in education, particularly special education, implies both knowledge and application of professional behaviors, decisions, and ethics within the field. University students look for best practices in education to be modeled by faculty; this, in turn, underscores a fundamental belief in inclusionary principles. Such modeling is important on every level in teacher education programs, particularly special education programs. The higher a student's level (i.e., undergraduate vs. doctoral), the more notice that student will take of disparities between rhetoric and actions. While reflective practices are explicitly taught in teacher preparation programs to enable professionals to reflect on their own personal and professional practices, teacher education faculty need to employ the same strategy to ensure that they are indeed modeling the practices they teach. This position paper documents the impressions of a doctoral cohort in special education in terms of inclusionary practices demonstrated in a real-life context.

Journal Title

American Annals of the Deaf

Volume

155

Issue/Number

3

Publication Date

1-1-2010

Document Type

Article

Language

English

First Page

386

Last Page

391

WOS Identifier

WOS:000283830700009

ISSN

0002-726X

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