Samples and summary of faculty scholarly activities - St. John Fisher ...

Exploring Disability in Young Adult Literature
Extended Learning Opportunities
1. How can “dialogic discussion” be used as a learning frame for inclusive education across
curricula (i.e. in areas other than literature)?
2. How might the explicit introduction of norms for participation in classroom conversations
influence the development of an inclusive classroom community?
3. How does “dialogic discussion” support the notion that “all students have a lot to offer”?
4. As an administrator, how can you encourage your teachers to examine their own
conceptions of normalcy and embrace the value of human diversity?
5. What role would school administration need to play in order to make discussion of disability
as a "value added" experience a priority at the classroom and school levels?
6. Problematizing traditional conceptions of disability through the use of literature clearly
invoked the 6th grade students to challenge their own conceptions of normalcy. How might
continued use of “dialogic discussion” shape the ways in which these students approach
disability in other aspects of their lives?
Additional References:
Broderick, A.A., Reid, D.K., & Valle, J.W. (2006). Disability studies in education and the practical
concerns of teachers. In Danforth, S. and Gabel, S.L. (Eds.) Vital questions facing
disability studies in education. New York, NY: Peter Lang. (pp. 133-160).
Taylor, S.J. (2006). Before it had a name: Exploring the historical roots of disability studies in
education. In Danforth, S. and Gabel, S.L. (Eds.) Vital questions facing disability studies
in education. New York, NY: Peter Lang. (Foreword, pp. xiii-xxiii).
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