A framework for conceptualizing disability that disrupts a medical understanding of disability by bringing historical, political, social, and cultural lenses to reread disability as an identity rather than solely an embodied impairment.
Published in Chapter:
Balancing Literacies: UDL/CSP-Infused Elementary Reading Instruction
Laurie Rabinowitz (Bank Street College of Education, USA) and Amy Tondreau (Austin Peay State University, USA)
Copyright: © 2021
|Pages: 35
DOI: 10.4018/978-1-7998-4906-3.ch005
Abstract
This chapter outlines an approach to whole learner education in an elementary school literacy classroom by building upon the work of scholars in Disability Studies in Education (DSE) and Culturally Sustaining Pedagogy (CSP). It begins by introducing the connections between whole learner education, DSE, Universal Design for Learning (UDL), and CSP, demonstrating how these theoretical frameworks overlap and how they can be used in tandem to enhance the work already done in each field. After providing this theoretical background, the chapter outlines the components of a balanced literacy block in a third grade classroom, demonstrating how elementary school educators can work to meet the individual learning needs of developing readers in the various areas of balanced literacy (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension), while also attending to student identities and making instruction accessible to students with learning variations.