Disability Sustaining Pedagogy: Literacy Instruction Informed by the Knowledge and Lived Experiences of Teachers with Disabilities
| dc.contributor.author | Rabinowitz, Laurie | |
| dc.contributor.author | Tondreau, Amy | |
| dc.contributor.author | Walton, Veronica | |
| dc.contributor.author | Augustus, Kate | |
| dc.contributor.author | Maltby, Charlotte | |
| dc.contributor.author | Lavine, Todd | |
| dc.date.accessioned | 2024-02-28T19:05:08Z | |
| dc.date.available | 2024-02-28T19:05:08Z | |
| dc.date.issued | 2024-01-01 | |
| dc.description.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. | |
| dc.description.uri | https://publicationsncte.org/content/journals/10.58680/la202432765 | |
| dc.format.extent | 14 pages | |
| dc.genre | journal articles | |
| dc.identifier | doi:10.13016/m2ej9t-owmf | |
| dc.identifier.citation | 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. | |
| dc.identifier.uri | https://doi.org/10.58680/la202432765 | |
| dc.identifier.uri | http://hdl.handle.net/11603/31741 | |
| dc.language.iso | en_US | |
| dc.publisher | NCTE | |
| dc.relation.isAvailableAt | The University of Maryland, Baltimore County (UMBC) | |
| dc.relation.ispartof | UMBC Education Department Collection | |
| dc.relation.ispartof | UMBC Faculty Collection | |
| dc.rights | Published by National Council of Teachers of English (NCTE) | |
| dc.title | Disability Sustaining Pedagogy: Literacy Instruction Informed by the Knowledge and Lived Experiences of Teachers with Disabilities | |
| dc.type | Text | |
| dcterms.creator | https://orcid.org/0000-0003-4006-9697 |