title: Normalizing difference in inclusive teaching.
abstract: Inclusion practices and special education can be transformed by using a disability studies perspective, which constructs differences as natural, acceptable, and ordinary. Although inclusion is a moral imperative in promoting social justice, some inclusive practices continue to marginalize students with disabilities. A truly inclusive school reflects a democratic philosophy whereby all students are valued, educators normalize difference through differentiated instruction, and the school culture reflects an ethic of caring and community.
authors.affiliation: ProjectGRAD, William Patterson University of New Jersey, USA.
authors.forename: Susan
authors.initials: S
authors.lastname: Baglieri
authors.forename: Janice H
authors.initials: JH
authors.lastname: Knopf
mesh_terms: D002648:Child; D004519:Education, Special / Q000941:ethics* / Q000639:trends*; D004995:Ethics, Professional; D006801:Humans; D007859:Learning Disabilities / Q000534:rehabilitation*; D016134:Organizational Policy; D012016:Reference Values; D012935:Social Justice