Authentic Inclusion: A Celebration of Exceptional Teachers and Student Identity A Phenomenological Self-Study
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Keywords
teachers with disabilities, identity formation, authentic inclusion
Abstract
This phenomenological study examines the professional struggles of teachers with disabilities, the influence these teachers have on the identity formation of students with disabilities, as well as their effect on regular education students. When allowed to celebrate their differences, teachers with disabilities cultivate disability pride. Disability culture then flourishes while diversity is honored in an authentic, inclusive school setting.
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Amanda Hauk, Inclusive Classroom Teacher, Lower Kuskokwim School District, Alaska
Amanda Hauk obtained her M. Ed in Special Education from the University of Alaska Southeast (UAS) in 2009; this study was her Special Education M. Ed Thesis. She is a seventh year, multi-grade, inclusive classroom teacher in the Lower Kuskokwim School District in rural Alaska. She was the 2009/2010 Teacher of the Year.