A Teacher’s Deconstruction of Disability: A Discourse Analysis
Abstract
In this study I use critical discourse analysis to explore how one special education teacher who is informed by a sociocultural perspective of disability deconstructs disability in the way that she talks about her practice as a special educator and about her work with students who are labeled as having disabilities. By analyzing her discourse, I reveal the positioning of the teacher in relation to her school and show the importance that language...
Paper Details
Title
A Teacher’s Deconstruction of Disability: A Discourse Analysis
Published Date
Jan 15, 2009
Journal
Volume
29
Issue
1
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