Faculty of Education

Graduate Studies Program

DRAFT 04.750 Education of Exceptional Children I

Regular Session 2019/2020 Term 1
Instructor Name: Dr. Patty Douglas
Office #: 109
Telephone: 204-727-7486
Email: douglasp@brandonu.ca
Office Hours: By appointment

In our view, it is society which disables physically impaired people.

Disability is something imposed on top of our impairments by the way
we are unnecessarily isolated and excluded from full participation in
society. Disabled people are therefore an oppressed group in society.

~ (UPIAS: Fundamental Principles of Disability,

1975, page 14 in original document,
http://disability-
studies.leeds.ac.uk/files/library/UPIAS-
fundamental-principles.pdf)

Nothing about us without us.

~Disability rights movement slogan

We need researchers able to participate in the creation of the responses

on which the possibility of a future that is not barbaric depends.
~(Isabelle Stengers, In Catastrophic
Times, p. 73)

Course Description: Prerequisite: Approval of Chair of the Graduate Studies Program, Faculty
of Education. This is a survey course which introduces the student to exceptionalities in children.
Emphasis will be on an examination of the etiology, characteristics and needs of a wide range of
children with exceptionalities. Issues of race, class and gender and how they affect children with
exceptionalities will be examined. Course Format: The content of the course will be presented in
a distance delivery format via the Internet (including five mandatory Zoom classes—see weekly
timetable below).
Course Objectives:
Essential Questions for the Course: How have students with disabilities, often referred to as
students with exceptionalities, been understood and addressed within educational systems? How
can public schools respond to expanding understandings of disability not as an educational
problem, but as an issue of social justice and fundamental part of human diversity? How can
schools restructure policies, practices and curricula in response to the now-global call for access
and inclusion for all? What does authentic access and inclusion mean?

In this course students will:

 Recognize and critically assess different approaches to understanding disability and

human difference, including special education and disability studies approaches
 Comprehend educational inclusion from disability, family and teacher perspectives
 Identify and critically assess an array of inclusive and special education approaches,
supports and services
 Learn how legislation, parent advocacy, and disability activism have shaped service
delivery, programming and access for students with disabilities in Canada
 Understand and assess ways to increase access within the special education referral and
placement process including critically understanding transition planning
 Become familiar with the experience of disability within families
 Become familiar with and critically assess evidence-based special education research and
practice
 Identify how diversity including gender, race, Indigeneity, sexuality and class intersects
with educational experiences for students with disabilities
 Appreciate the role of the special education and classroom teacher in providing services
to students identified as gifted, talented and creative

Required Texts & References:

Greenstein, A. (2016). Radical inclusive education: Disability, teaching and struggles for
liberation. London: Routledge. (Available online through the John E. Robbins library)

Recommended Texts & References:

Berman, D. L., & Connor, D. (2017). A child, a family, a school, a community: A tale of
inclusive education. New York: Peter Lang.

Hutchinson, N. L. (2017). Inclusion of exceptional learners in Canadian schools: A practical

handbook for teachers, 5th ed. Toronto: Pearson.

** This course requires graduate level reading and writing. See weekly timetable and plan
ahead/begin early. *** Articles and book chapters are available through the BU library or will
be made available on Moodle by the instructor.

Additional Resources:
https://www.youtube.com/watch?v=XioeUIqsSSs Lives Worth Living

http://www.cbc.ca/news/canada/nova-scotia/truro-dad-robb-scott-says-downsyndrome-an-
amazing-experience-1.3459778 Parent perspective

http://sudcc.syr.edu/ Syracuse University Disability Cultural Center

https://www.youtube.com/watch?v=k3AeIFup1qY “Talk” by the Disability Rights Commission

https://www.facebook.com/fusionmedianetwork/videos/1462801590412481/ Race and Disability

https://www.youtube.com/watch?v=bDvKnY0g6e4 CAST UDL at a glance

http://www.inclusiveeducationresearch.ca/about/inclusion.html Canadian Research Centre on

Inclusive Education

http://inclusiveeducation.ca/ Inclusive Education Canada

http://www.cacl.ca/area/inclusive-education Inclusive Education

https://www.policyalternatives.ca/publications/reports/disability-and-inclusion-canadian-
education Disability and Inclusion in Canadian Education

DRAFT Course Assignments (APA version 6.0 required):

Rubrics will be provided on Moodle.

Assignment 1 (20% of final grade): DUE DATE: October 2nd, 2019 by 11:55 pm on Moodle

What’s your disability story? Even if our lives are not directly touched by disability, disability
touches us all, and we all have a disability story. In this assignment, you will reflect on your
relationship to disability, inclusion and education. One of my earliest memories of disability was
climbing onto my uncle’s wheelchair to say goodnight, and the kids I saw growing up who didn’t
go to the same school as me. I always wondered why. That began what has become an enduring
passion in education, inclusion and disability justice for me. For this assignment, you will choose
an encounter with disability (recent or past) that stands out and is meaningful to you (i.e., a
classroom experience, a personal experience, a newspaper article or video). In 4 pages (double-
spaced), address the following: (1) In a paragraph or two, describe your disability encounter, and
why it stands out and/or is meaningful to you, (2) How did you know this was an encounter with
disability? (3) How was your encounter NOT shaped by a disability studies perspective? This
assignment is designed to encourage you to think deeply about the taken for granted or
underlying assumptions you bring with you into the course about disability, and to help define
your interest in the area of disability, inclusion and education for your final paper. This is a
critical reflection paper that asks you to think about how you identity and experience is related to
the social world. As such, you are expected to make reference to readings in the course in your
reflection.

Online Small Group Discussions (30% of final grade): DUE DATES: Responses are due on
Moodle on Fridays: September 20, October 4, October 18, November 1, November 15

You will be assigned to a small online discussion group—the same group for the duration of the
course. Your group will meet a total of 5 times over the course. The aim of this assignment is to
engage in professional dialogue with your peers about theoretical and practice-oriented questions
and themes about disability, inclusion and education, and to share with (be in conversation with)
the class and instructor. I will provide guiding questions and direction for each small group
discussion assignment one week in advance. Given the engaged pedagogy and dialogic approach
of the course, I ask you keep your group submissions to no more than 8-10 double spaced pages
so your colleagues and I can read them closely and respond. I expect you will submit 5
substantive responses in total to your colleagues on the online forum. The expectation is that you
will read other group’s postings and offer authentic feedback when you are moved or curious,
and that you will demonstrate substantial engagement (e.g., you will reference course readings
and concepts) with the course material in these responses and discussion. Groups can organize
themselves in any way they wish (i.e., google docs, Skype), but must have a way to indicate how
each member has contributed to the discussion (e.g., post a written summary of your discussion
using different colour fonts for each member’s contribution). Collegiality is expected in all of
your communications throughout the course. You will be assessed individually. You are
responsible for contacting the instructor immediately should any issues or concerns emerge.
Each submission is worth 6% of your final grade.

Research Question (5%): DUE DATE October 25rd, 2019: In 1-2 double-spaced pages answer
the following questions: What topic and question do you seek to understand more fully in your
research paper? Why do you want to research this topic? How does your question relate to the
approach of the course and to your own practice/area of specialization (i.e., what you want to
master through your MEd)? The instructor will provide critical feedback to help guide your final
paper.

Annotated Bibliography (10%): DUE DATE November 8th, 2019: You will produce an
annotated bibliography of 5 academic sources (no longer than 5 double-spaced pages) related to
your research question and to the approach of the course (disability studies and inclusive
education). Each entry should include a synopsis of the article’s theoretical approach, methods,
main argument and major conclusions/suggestions as well as full citational information.

Final Research Paper (35% of final grade) DUE DATE: November 29, 2019 by 11:55 pm
The aim of the final research paper is to allow you the opportunity to research a topic of your
choice in more depth, and to make connections between the theory/perspectives we take up in the
course, and practice. Students should choose topics and craft research questions relevant to their
teaching interests, needs and goals at this time. You will be required to read a minimum of 5
scholarly articles or book chapters in addition to the course materials, as well as demonstrate an
understanding of the articles and readings covered in class. Your paper should explicitly engage
disability studies and inclusive education approaches. The paper should be 12-15 pages in length
not including references, double-spaced and properly referenced (APA 6.0).

***Rather than me, you can ask the BU reference librarian for citation help and library
resources. A good online resource for APA can be found here:
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/ge
neral_format.html

Zoom Classes: There are 7 Zoom classes offered on Wednesdays that will be a place to ask
questions, clarify assignments, talk with your small group, engage course materials and attend
mini-lectures by the course instructor on key concepts. While these classes are optional (they are
not evaluated for your final grade), your attendance is highly recommended. Zoom classes will
be recorded and posted on Moodle for those unable to attend.

Course Grade Evaluation:

-Minimum grade requirement for graduate program: B
-Grade Equivalencies: A+ 96-100 B- 70-74
A 90-95 C+ 65-69
A- 85-89 C 60-64
B+ 80-84 C- 55-59
B 75-79 D 50-54
F Under 50%
Academic Integrity
See section 3.9 (Academic Dishonesty and Misconduct) of the Graduate Calendar. Violations of
this policy will not be tolerated. Plagiarism, cheating, falsification of records or research
misconduct will result in disciplinary action. A student who is determined to be responsible for
academic dishonesty or misconduct may be subject to the imposition of one or more of the
following:
a.       Requirement to repeat the assignment or examination, with or without grade reduction
b.       Assignment of a grade of zero in the assignment, test or exam
c.       Assignment of "F-AD" in the course in which the offence is committed
d.       Suspension from some or all courses in which a final grade has not been entered and
the assignment of "F-AD" in all such courses
e.       Suspension from all Brandon University teams, clubs or like organizations for a period
of 1 to 5 years
f.       Suspension from the faculty for a period of 1 to 5 years
g.       Expulsion from the faculty
h.         Suspension from the University for a period of 1 to 5 years
i.         Expulsion from the University
j.       Cancellation or revocation of degree.

Instructor / Course Evaluation:

The anonymous course evaluations will be completed online. All students are expected to
complete the evaluation. Dates of the evaluation will be communicated by the Graduate Studies
Office.

DRAFT Proposed Class Schedule & Readings (Given the emergent pedagogy used in the
course, weekly readings may change):

** THIS COURSE REQUIRES GRADUATE LEVEL READING AND WRITING*** See

weekly timetable below and plan ahead/start early. There will also be additional resources
shared through the class Moodle site. Articles and book chapters are available through the library
or will be made available on Moodle by the instructor.

Week Date Weekly Themes & Readings

1 Sept. 11 Introductions and Overview: Disability, Inclusion and Education
[Zoom Class 1 5:30-7pm—come to this class having done the
readings]

Key Theme: Issues in Disability, Inclusion and Education

Required Readings:

Building Respectful Inclusion One Semester at a Time

http://www.dlsph.utoronto.ca/2019/08/building-respectful-inclusion-
one-semester-at-a-time/?
fbclid=IwAR0t19WO7iEqq8uqHG7N6Q1fK6D73nXH8XiT-
Pp2YsoJhrmovMpD_-d98qA

Luppart, J. & Webber, C. (2014). Canadian schools in transition:

Moving from dual education systems to inclusive schools.
Exceptionality Education International, 22, pp. 8-37.

Gillmore, M. (2014). Expanding inclusion: What does inclusive

 education really mean? Teach, Sept/Oct, pp. 6-9.

Excerpts (on Moodle) from:

Hutchinson, N. L. (2017). Inclusion of exceptional learners in
Canadian schools: A practical handbook for teachers, 5th ed.
Toronto: Pearson.

Recommended Readings:
Andrews, J. & Luppart, J. (2000). Historical foundations of inclusive
education. In The Inclusive Classroom: Educating Exceptional
Children, pp. 25-47 Scarborough: Nelson.

2 Sept. 18 Expanding Perspectives: Disability Studies, Inclusion and

Education I

Key Theme: How does disability studies reimagine the meaning of

disability?

Required Readings:

Greenstein, A. (2016). “Introduction,” pp. 3-16 and Chapter 1,

“Understanding Disability as a Political Phenomenon and Stressing
the Need for a Dis-Ability Perspective,” pp. 16-35.

Davis, L. (1995). Enforcing Normalcy. [on Moodle]

Oliver, M. (1996). The social model of disability. [on Moodle]

3 Sept. 25 Expanding Perspectives: Disability Studies, Inclusion and

Education II [Zoom Class 2 5:30-7]

Key Theme: What is disability studies in education?

Greenstein, A. (2016). Chapter 2. “Reading Schools Through a

Disability Lens,” pp. 36-53.

Ashby, C. (2012). Disability studies and inclusive teacher

preparation: A socially just path for teacher education. Research &
Practice for Persons with Severe Disabilities, 37, 89-99.

Baglieri, S., Valle, J. W., Connor, D. J. & Gallagher, D. J. (2011).

Disability studies in education: The need for a plurality of
perspectives on disability. Remedial and Special Education, 34(2),
267-78.

4 Oct. 2 Expanding Perspectives: Disability Studies, Inclusion and

Education III

Key Theme: Bringing the margins to the centre of education

Greenstein, A. (2016). Chapter 3. “The Disabled People’s Movement

as a Site of Radical Inclusive Pedagogy,” pp. 54-76.
 Baglieri, S. & Moses, A. "my name is jay": On Teachers' Roles in
the Overrepresentation of Minorities in Special Education and
What Teacher Education Can Do. Disability Studies Quarterly,
30(2). http://www.dsq-sds.org/article/view/1243/1287

Phillips, R. (2010). “Try to understand us”: Aboriginal Elders’ Views

on Exceptionality. Brock Education, 20, 64-79

5 Oct. 9 Rethinking Disability: What’s Normal Anyways? [Zoom Class 3,

5:30-7]

Key Theme: What’s Normal Anyways?

Required Readings:

Greenstein, A. (2016). Chapter 4. “Rethinking Knowledge for

Radical Inclusive Pedagogy,” pp. 79-96.

St. Pierre, J. (2013). The construction of the disabled speaker. In C.

Eagle (Ed.), Literature, Speech Disorders and Disability: Talking
Normal, pp. 9-23. New York: Routledge.

St. Pierre, Joshua (2015). Speech-Language Pathology. Living

Archives on Eugenics in Western Canada. Web

6 Oct. 16 Rethinking Disability: What does it mean to learn?

Key Theme: Do learning disabilities exist outside of schools?

Required Readings:
Baglieri, S. et al. (2011). [Re]claiming inclusive education. Toward
cohesion in educational reform: Disability studies unravels the myth
of the normal child. Teacher’s College Record, 113, 2122-54.

Baglieri, S. & Knopf, J. H. (2004). Normalising difference in

inclusive teaching. Journal of Learning Disabilities, 37(6), 525-9.

Life Stories – Introduction & LD Bubble story [on Moodle]

Excerpts (on Moodle) from:

Hutchinson, N. L. (2017). Inclusion of exceptional learners in
Canadian schools: A practical handbook for teachers, 5th ed.
Toronto: Pearson.

7 Oct. 23 Rethinking Disability: On mental illness and disability [Zoom

Class 4 5:30-7]

Key Theme: What is mental illness? What is mental wellness?

Required Readings:
Graham, L. (2008). “From ABCs to ADHD: the role of schooling in
the construction of behaviour disorder and production of disorderly
 objects,” International Journal of Inclusive Education, 12(1), 7-33.

Psychiatric Archives of Toronto. (2013). Voices: Newsletter of the

psychiatric survivor archives of Toronto, PSAT 4(2), 1-14.

Rosenhan, D.L. (1973). On being sane in insane places. Science,

179, 250-258.

Excerpts (on Moodle) from:

Hutchinson, N. L. (2017). Inclusion of exceptional learners in
Canadian schools: A practical handbook for teachers, 5th ed.
Toronto: Pearson.

8 Oct. 30 Rethinking Disability: Different ways of being human

Key Theme: Ways of being and becoming human

Required Readings:
Lane, H. (2006). Construction of deafness. In L. J Davis (Ed.). The
Disability Studies Reader (3rd edition), pp. 77-93. New York:
Routledge.

Manning, L. Magic Wand & In the Absence of Light [poems – on

Moodle].

Michalko, R. (2001). Blindness enters the classroom. Disability &

Society, 16 (3): 349-59

Excerpts (on Moodle) from:

Hutchinson, N. L. (2017). Inclusion of exceptional learners in
Canadian schools: A practical handbook for teachers, 5th ed.
Toronto: Pearson.

9 Nov. 6 Rethinking Disability: On Differences in Movement, Sociality

and Relationality [Zoom Class 5, 5:30-7]

Required Readings:
Axis Dance Company “The Beauty that was Mine, through the
Middle without Stopping” https://www.youtube.com/watch?
v=eX8fGbUWdI0

Baggs, A. In my Language. [video – on Moodle]

Hodge, N. (2016). Schools without labels. In Runswick-Cole, K.,

Mallet, R. & Timimi, S. (Eds.). Re-thinking Autism: Diagnosis,
Identity and Equality, pp. 185-203. London: Jessica Kingsley.

Sinclair, J. (1993). Don’t Mourn for Us.

http://www.autreat.com/dont_mourn.html

Excerpts (on Moodle) from:

Hutchinson, N. L. (2017). Inclusion of exceptional learners in
Canadian schools: A practical handbook for teachers, 5th ed.
 Toronto: Pearson.

10 Nov. 13 Reading Week

There are no new readings this week.
Check assignment schedule for assignment due dates.
11 Nov. 20 Moving into Practice: DSE, UDL & DI

Key Theme: Moving Theory to Practice

Required Readings:
Cosier, M. & Ashby, C. (2016). Disability Studies and the “Work”
of Educators. In Cosier, M. & Ashby, C. (Eds.). Enacting change
from within: Disability studies meets teaching and teacher
education. New York: Peter Lang (pp. 1-20).

Coyne, P., Pisha, B., Dalton, B., Zeph, L. A., & Smith, N. (2012).
Learning by design: A universal design for learning approach for
students with significant intellectual disabilities. Remedial and
Special Education, 33, 162-172. doi 10.1177/0741932510381651

Hall, T. E., Meyer, A., Rose, D. H. “An Introduction to Universal

Design for Learning” & “Tools for Practice,” in Universal Design
for Learning in the Classroom, pp. 1-24. New York: The Guildford
Press.

Further Reading & Reference:

Guskey, T. R. & Jung, L. A. (2009). Grading and reporting in a
standards-based environment: Implications for students with special
needs. Theory into Practice, 48, 53-62.

Hutchinson Chapter 1 “Exceptional Students, Universal Design for

Learning, and Differentiated Instruction,” pp. 1-29.

Hutchinson Chapter 8, “Using UDL and DI,” pp. 217-232.

Hutchinson Chapter 9, “Differentiating Assessment,” pp. 254-278.

Silva, M., Munk, D. D. & Bursuck, W. D. (2005). Grading

adaptations for students with disabilities. Intervention in School and
Clinic, 41, 87-98

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-

ability classrooms. Alexandria, VA: ASCD. [reference]

Tomlinson, C. A. (2014). Rethinking how we do school-and for

whom. In Differentiated classroom: Responding to the needs of all
learners (pp.29-44). Alexandria, VA: Ascd.

12 Nov. 27 Moving into Practice: Relationality [Zoom Class 6. 5:30-7]

Key Theme: It’s all about relationships.

 Required Readings:
Greenstein, A. (2016). Chapter 5. “Relations of Belonging,” pp. 97-
114.

Clifford, P., Friesen, S. & Jardine, D. W, (2001). Whatever happens

to him happens to us: Reading coyote reading the world. Journal of
Educational Thought, 35(1), 9-26.

Naraian, S. (2008). Institutional stories and self-stories: Investigating

peer interpretations of significant disability. International Journal of
Inclusive Education, 12, 525-42.

Recommended Readings:
Smith, P. & Routel, C. (2010). Transition Failure: The Cultural Bias
of Self-Determination and the Journey to Adulthood for People with
Disabilities. Disability Studies Quarterly. http://dsq-
sds.org/article/view/1012/1224

13 Dec. 4 Moving into Action: The Critical Educator/Teacher Activism in

Schools

Key Theme: What Can Teachers Do?

Required Readings:
Greenstein, A. (2016). Chapter 6. “Changing Power Relations in
Education,” pp. 115-134.

Connor, D. Practicing what we teach: The benefits of using disability

studies in an inclusion course. In Connor, D. J., Hale, C., & Valle, J.
W. Practicing Disability Studies in Education: Acting Toward
Social Change, pp. 123-40. New York: Peter Lang.

14 Dec. 11 Research Celebration & Closing of the Class [Zoom Class 7

5:30-7]

Instructor suggestions for getting the most out of the course:

Ask questions. Ponder. Read. Reflect. Plan ahead. Believe in yourself. Develop critical skills in
academic reading and writing. Master your specialty. Interact. Dialogue. Grow. Wonder. Learn
what has been done before. Imagine new possibilities. Transform your self and the world. 

Instructor’s Note about Inclusion & Access: I begin with the assumption that access and
inclusion are important processes alive in our university classrooms and online learning
environments. I understand access and inclusion as an ongoing negotiation between all people in
the course, including the instructor. We will make space in the course for discussion of how
inclusion and access are being animated as an emerging process between us. Ongoing student
reflection on the meaning and ‘doing’ of access and inclusion is encouraged.

Pedagogical Approach of the Course

This course takes an engaged pedagogical approach. In Teaching to Transgress (1994), educator
and activist bell hooks describes engaged pedagogy as a melding of reflection and practice—
praxis—an ever-unfolding teaching and learning process through which we might learn anew
about ourselves and being human together. I understand my role as that of facilitator—guiding
the shape of discussions and course content toward the course's ultimate aims—to deepen our
connections with one another and our understanding and practice around disability in education;
to hone critical skills in academic reading and writing; to sharpen our ability to assess and create
resources and practices that serve disability justice; and to extend our collaborative practice with
students with disabilities, paraprofessionals and families. Engaged pedagogy means that we each
have a responsibility in building an interesting, joyful and satisfying learning experience,
including raising questions and concerns—whether within your small groups, in our Moodle
sessions or as questions around course content, assignments, etc. This is education as a “practice
of freedom” (hooks, 1994, p. 11). Its aim is to transform ourselves and our world.

STATEMENT ON ACCESSIBILITY AND ACCOMMODATION

Brandon University values diversity and inclusion, recognizing disability as an aspect of
diversity. Our shared goal is to create learning environments that are accessible, equitable, and
inclusive for all students. Student Accessibility Services (SAS) works with students who have
permanent, chronic, or temporary disabilities. SAS supports students by developing
individualized plans of accommodation, helping students understand their learning needs, and
assisting faculty with provision of accommodations for students registered with SAS.

If you have, or think you may have, a disability (e.g. mental health, attentional, learning, vision,
hearing, physical, medical, or temporary), you are invited to contact Student Accessibility
Services to arrange a confidential discussion at (204) 727-9759 or magnussonm@brandonu.ca.

Additional information is available on the Student Accessibility Services website

https://www.brandonu.ca/student-services/student-accessibility-services/

If you are registered with SAS and have a letter requesting accommodations, you are encouraged
to contact the instructor early in the term to discuss the accommodations outlined in your letter. 

Attendance at Lectures and Practical Work:

(refer to the Graduate Calendar, section 3.7.1)
1. All students are expected to be regular in their attendance at lectures and labs. While
attendance per se will not be considered in assessing the final grade, it should be noted
that in some courses participation in class activities may be required.
2. For limited enrolment courses, students who are registered but do not attend the first
three classes or notify the instructor that they intend to attend, may have their registration
cancelled in favour of someone else wishing to register for the course.
3. Students who are unable to attend a scheduled instruction period because of illness,
disability, or domestic affliction should inform the instructor concerned as soon as
possible.
4. Instructors may excuse absences for good and sufficient reasons.

Wellness Services
Positive well-being is highly correlated to learning and student success.  Wellness is a
combination of physical, social, spiritual and mental health.  Personal Counsellors at Brandon
University are dedicated to providing support to students’ wellness, primarily their mental well-
being, through prevention activities, early identification and timely interventions using a holistic
lens.
Please contact the Personal Counsellors in the Student Services Department at 204-727-9737 or
visit Room 102 A.E. McKenzie Building to make an appointment.  There are crisis counselling
appointments available daily.

If you believe that you or someone else is in imminent danger of harm call 911.

Sexualized Violence Education and Prevention Coordinator:  204-727-7498

24-hour crisis supports:

Over 18 years of age:                            Under 18 years of age:
                                                                               
Mobile Crisis Unit                                           Child and Adolescent Treatment Centre
204-725-4411                                                   204-578-2700

Klinic Sexual Assault Crisis Line: 1-888-292-7565

Reminder: please save this course outline, as for those students who are pursuing the course
route for their Master of Education program, you will require this for use in your final course:
07.750 Graduate Summative Seminar. We also recommend for each student to write a reflection
upon completion of each graduate course, so as to best prepare themselves for the 07.750
Graduate Summative Seminar.

Further Readings in Disability Studies in Education

Allan, J. (2005). Encounters with exclusion through disability arts. Journal of Research in
Special Educational Needs, 5, 31-36.
Allan, J. (2010). The sociology of disability and the struggle for inclusive education. British
Journal of Sociology of Education, 31, 603–619.
Andrews, J. E., Carnine, D. W., Couthinho, M. J., Edgar, E. B., Forness, S. R., Fuchs, L., Jordan,
et al. (2000). Bridging the special education divide. Remedial and Special Education, 21,
258–260, 267.
Baglieri, S., Valle, J. W., Connor, D. J., & Gallagher, D. J. (2011). Disability studies: The need
for a plurality of perspectives on disability. Remedial and Special Education, 32(4), 267-
78.
Barton, L. (1997). ‘Inclusive education: romantic, subversive or realistic?’ International Journal
of Inclusive Education, 1 (3), 231–242.
Barton, L. (2004). The politics of special education: A necessary or irrelevant approach? In L.
Ware (Ed.), Ideology and the politics of (in)exclusion, pp. 63–75. New York: Peter Lang.
Brantlinger, E. (1997). Using ideology: Cases of nonrecognition of the politics of research and
practice in special education. Review of Educational Research, 67, 425–459.
Broderick, A., Mehta-Parekh, H., & Reid, D. K. (2005). Differentiating instruction for disabled
students in inclusive classrooms. Theory into Practice, 44(3), 194-202.
Bunch, G. (2015). Emerging research: Students with disabilities, families, teachers. Toronto:
Inclusion Press.
Bunch, G., Al-Salah, & Pearpoint, J. (2011). Equity, social justice, disability and secondary
schools: What regular subject teachers can do. Toronto: Inclusion Press.
Canadian Center on Disability Studies. Raising awareness: A toolkit for all middle years
educators. CCDS: Winnipeg, MB.
Connor, D. J. (2007). Social justice in education for students with disabilities. In Florian, L.
(Ed.), The SAGE Handbook of Special Education (pp. 111-27). London: SAGE
Publications.
Connor, D. J. & Ferri, B. A. (2005). Integration & inclusion – a troubling nexus: Race, disability
and special education. The Journal of African American History, 1-2, 107-27.
Connor, D. J. & Ferri, B. A. (2007). The conflict within: Resistances to inclusion and other
paradoxes in special education. Disability & Society, 22, 63-77.
Connor, D. J. & Ferri, B. A. (2013). Historicizing dis/ability: Creating normalcy, containing
difference. In M. Wappet and K. Arndt (Eds.), Foundations of disability studies (pp. 29-
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