Abstract
Background/Context: This article calls attention to the restrictive notions of inclusive education promulgated within the discourse of special education in the United States and asserts the value of using disability studies in education to support broader conceptualizations of inclusion that potentially incorporate all students.
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CITATION STYLE
APA
Baglieri, S., Bejoian, L. M., Broderick, A. A., Connor, D. J., & Valle, J. (2011). [Re]claiming “Inclusive Education” toward Cohesion in Educational Reform: Disability Studies Unravels the Myth of the Normal Child. Teachers College Record: The Voice of Scholarship in Education, 113(10), 2122–2154. https://doi.org/10.1177/016146811111301001
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