Article Title
MOVING TOWARD A MORE SOCIALLY JUST CLASSROOM THROUGH TEACHER PREPARATION FOR INCLUSION
Abstract
The current literature in teacher education for social justice fails to adequately address issues of disability within the equity discourse. In this paper, the authors advocate for a model of social justice teacher education that includes disability as part of the definition of marginalized groups by proposing the use of Response to Intervention (RTI) as a method for promoting inclusion into the social justice-oriented teacher preparation context.
Recommended Citation
Blum, Grace; Wilson, Megan; and Patish, Yelena
(2015)
"MOVING TOWARD A MORE SOCIALLY JUST CLASSROOM THROUGH TEACHER PREPARATION FOR INCLUSION,"
Catalyst: A Social Justice Forum: Vol. 5
:
Iss.
1
, Article 4.
Available at:
https://trace.tennessee.edu/catalyst/vol5/iss1/4