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Reviewing the Social-Emotional Side of Learning Dis/abilities: Affective-Spiritual Intersectional Dis/ability Literacy for Teacher Education
Fri, April 14, 2:50 to 4:20pm CDT (2:50 to 4:20pm CDT), Sheraton Grand Chicago Riverwalk, Floor: Level 4, Chicago Ballroom XAbstract
This proposal is a systematic literature review that focuses on an expansive view of learning dis/Abilities (LD) connected to intersectionality, emotionality, affect, and spirituality within critical literacy and pedagogy as it relates to the social-emotional dimensions of LD for a larger book proposal. The results were 25 pieces of literature, which suggest a paucity of empirical studies that focus on the social-emotional side of LD from an affective-spiritual intersectional dis/Ability literacy approach for teacher’s enhanced knowledge and education development. Discussion, conclusions and implications from this review is for teacher education for literacy instruction and pedagogy for 7th through 12th grade Black, Indigenous and Youth of Color with LD.