DISABILITY IN HIGHER EDUCATION: A POSITION PAPER

    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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