Empowering the Inclusion Dialogue: The Essential Role of Teachers With Disabilities

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Author(s): Neria Sebastien (Seattle University, USA)
Copyright: 2024
Pages: 30
Source title: Handbook of Research on Critical Issues and Global Trends in International Education
Source Author(s)/Editor(s): Megel R. Barker (TASIS England, UK), Robyn Conrad Hansen (Northern Arizona University, USA)and Liam Hammer (International School of Lusaka, Zambia)
DOI: 10.4018/978-1-6684-8795-2.ch022

Keywords: Curriculum Development and Instructional Design / Educational Leadership & Administration / Information Science Reference / Knowledge Management and Library Science

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Abstract

Society embraces diversity and inclusion in education, recognizing the importance of acknowledging student differences for a nurturing learning environment. This extends to empowering teachers with disabilities in American classrooms, promoting inclusion alongside peers. This chapter examines their crucial role, unique contributions, and the need for enhanced recruitment and support systems. The family and culture-based (FCB) framework guides discussions on effectively accommodating and supporting these educators.

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Empowering the Inclusion Dialogue: The Essential Role of Teachers With Disabilities

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