Title

Disability In Higher Education: A Position Paper

Abstract

IEADERSHIP 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.

Publication Date

1-1-2010

Publication Title

American Annals of the Deaf

Volume

155

Issue

3

Number of Pages

386-391

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1353/aad.2010.0019

Socpus ID

78249248400 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/78249248400

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