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Journal of Learning Disabilities, Vol. 37, No. 6, 525-529 (2004)
DOI: 10.1177/00222194040370060701

Normalizing Difference in Inclusive Teaching

Susan Baglieri

Bergen County, New Jersey, William Paterson University of New Jersey's ProjectGRAD

Janice H. Knopf

Teachers College, Columbia University

Inclusion practices and special education can be transformed by using a disability studies perspective, which constructs differences as natural, acceptable, and ordinary. Although inclusion is a moral imperative in promoting social justice, some inclusive practices continue to marginalize students with disabilities. A truly inclusive school reflects a democratic philosophy whereby all students are valued, educators normalize difference through differentiated instruction, and the school culture reflects an ethic of caring and community.


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