Disability Sustaining Pedagogy: Literacy Instruction Informed by the Knowledge and Lived Experiences of Teachers with Disabilities

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languagearts32765.pdf (902.26 KB)

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https://publicationsncte.org/content/journals/10.58680/la202432765

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https://doi.org/10.58680/la202432765
 http://hdl.handle.net/11603/31741

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UMBC Education Department
UMBC Faculty Collection

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https://orcid.org/0000-0003-4006-9697

Date

2024-01-01

Type of Work

journal articles
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Citation of Original Publication

Rabinowitz, Laurie, Amy Tondreau, Veronica Walton, Kate Augustus, Charlotte Maltby, and Todd Lavine. “Disability Sustaining Pedagogy: Literacy Instruction Informed by the Knowledge and Lived Experiences of Teachers with Disabilities.” Language Arts 101, no. 3 (January 1, 2024): 180–93. https://doi.org/10.58680/la202432765.

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Published by National Council of Teachers of English (NCTE)

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Abstract

Centering the narratives of teachers with disabilities, this piece offers Disability Sustaining Pedagogy as a stance and practice for honoring disability identities in literacy classrooms.