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Lieferstatus:	i.d.R. innert 7-14 Tagen versandfertig
Veröffentlichung:	Februar 2018
Genre:	Psychologie / Pädagogik
ISBN:	9781641131858
EAN-Code:	9781641131858
Verlag:	Information Age Publishing
Einband:	Gebunden
Sprache:	English
Dimensionen:	H 240 mm / B 161 mm / D 13 mm
Gewicht:	404 gr
Seiten:	154
Zus. Info:	HC gerader Rücken kaschiert
Bewertung:	Titel bewerten / Meinung schreiben

Inhalt:

This edited book reflects a much needed area of scholarship as the voices of African American (AA) or Black students defined by various labels such as learning disability, blindness/visual impairment, cognitive development, speech or language impairment, and hearing impairment are rare within the scholarly literature. Students tagged with those identifiers within the Pk-20 academic system have not only been ignored, and discounted, but have also had their learning framed from a deficit perspective rather than a strength-based perspective. Moreover, it was uncommon to hear first person narratives about how AA students have understood their positions within the general education and special education systems. Therefore, with a pervasive lack of knowledge when it comes to understanding the experiences of AA with disabilities, this book describes personal experiences, and challenges the idea that AA students with disabilities are substandard. While this book will emphasize successful narratives, it will also provide counter-narratives to demystify the myth that those with disabilities cannot succeed or obtain terminal degrees. Overall, this edited book is a much needed contribution to the scholarly literature and may help teachers across a wide array of academic disciplines in meeting the academic and social needs of AA students with disabilities. ENDORSEMENTS: Dr. Shawn Robinson's collection of personal narratives raises critical questions about the U. S. public education system. Written by African Americans compartmentalized in special education programs because of actual or perceived disabilities, these stories will impel readers even tangentially affiliated with educational institutions to consider testing, placement, mainstreaming, retention and promotion, and other assessment policies that determine grade-level readiness. Thanks to Robinson, the perspectives of these graduates who surmounted barriers to more positive and accommodating learning environments now receive proper attention. John Pruitt, University of Wisconsin-Rock County