Title
DISABILITY IN HIGHER EDUCATION: A POSITION PAPER
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
ISSN
0002-726X
Recommended Citation
"DISABILITY IN HIGHER EDUCATION: A POSITION PAPER" (2010). Faculty Bibliography 2010s. 363.
https://stars.library.ucf.edu/facultybib2010/363
Comments
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