Empowering the Inclusion Dialogue: The Essential Role of Teachers With Disabilities

Empowering the Inclusion Dialogue: The Essential Role of Teachers With Disabilities

Neria Sebastien
ISBN13: 9781668487952|ISBN10: 1668487950|EISBN13: 9781668487969
DOI: 10.4018/978-1-6684-8795-2.ch022
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MLA

Sebastien, Neria. "Empowering the Inclusion Dialogue: The Essential Role of Teachers With Disabilities." Handbook of Research on Critical Issues and Global Trends in International Education, edited by Megel R. Barker, et al., IGI Global, 2024, pp. 550-579. https://doi.org/10.4018/978-1-6684-8795-2.ch022

APA

Sebastien, N. (2024). Empowering the Inclusion Dialogue: The Essential Role of Teachers With Disabilities. In M. Barker, R. Hansen, & L. Hammer (Eds.), Handbook of Research on Critical Issues and Global Trends in International Education (pp. 550-579). IGI Global. https://doi.org/10.4018/978-1-6684-8795-2.ch022

Chicago

Sebastien, Neria. "Empowering the Inclusion Dialogue: The Essential Role of Teachers With Disabilities." In Handbook of Research on Critical Issues and Global Trends in International Education, edited by Megel R. Barker, Robyn Conrad Hansen, and Liam Hammer, 550-579. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/978-1-6684-8795-2.ch022

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Abstract

Society embraces diversity and inclusion in education, recognizing the importance of acknowledging student differences for a nurturing learning environment. This extends to empowering teachers with disabilities in American classrooms, promoting inclusion alongside peers. This chapter examines their crucial role, unique contributions, and the need for enhanced recruitment and support systems. The family and culture-based (FCB) framework guides discussions on effectively accommodating and supporting these educators.

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