Disability Life Writing: A Mechanism for Reframing Deficit Thinking

• In Event: Inclusion and Accessibility in Educational Assessment SIG (#96) Paper Session

Abstract

This chapter detailed in dual autoethnographic format the important educational implications a counter narrative of an individual with a disability had for one educator. The authors explored the possible implications life narratives of individuals with disabilities have for teaching culturally responsive pedagogy in teacher preparation programs. While there is still much work to do in the areas of multicultural and multilingual responsiveness in education, this chapter takes the position that the narratives of individuals with disabilities have also been left out of curriculum. Disability is a marginalized culture in the United States of America, and culturally responsive pedagogy should recognize and work to rectify this disenfranchisement (Artiles, 2014; Waldschmidt, 2017).

Authors

• Marilyn Keller-Nicol, Texas A&M University Corpus Christi

• Sarah Best, Texas A&M University - Corpus Christi