Emily Ladau writes at Words I Wheel By. A recent post has relevance for all of us who work with students with disabilities whether we’re a newbie to the field or an old hand, whether it be in elementary, secondary or post-secondary education.
One of my favorite things about writing on disability is that it ignites conversations and sparks perspective shifts (both mine and others) in seemingly endless ways. Recently, I got an email from someone I connected with last year at a conference, and the questions she asked got my wheels turning. I knew I wanted to respond in a blog post. I hope that sharing my answers will in turn open a dialogue for other people to share their thoughts on the subject.
The email read:
“Since we met last year at the AUCD conference, I have completed my PhD and landed my first assistant professor job. I am writing because I would like your input on how to address vocabulary with my students. I am a certified ‘special’ education teacher. Textbooks for my courses have either ‘special’ or ‘exceptional’ in the titles. The laws and legislation include the same vocabulary. From your perspective, how can I address the ‘special’ vocabulary? What are the three (or more) main concepts/ideas/philosophies you want preservice teachers to know? What advice do you have for me as I prepare future educators? Thank you, Emily. I look forward to hearing from you.”
To read the full post: What I Want Future Teachers to Know About Students with Disabilities