Books of Note
Biklen, D. (Ed). (2005). Autism and the myth of the person alone. New York: New York University Press. Edited by Biklen, with chapters written by Richard Attfield, Larry Bissonnette, Lucy Blackman, Jamie Burke, Alberto Frugone, Tito Rajarshi Mukhopadhyay, and Sue Rubin.
This book challenges the prevailing, tragic narrative of impairment that so often characterizes discussions about autism. “A basic premise of the book is that people classified as autistic, even those who cannot speak, are thinking people with ideas about their lives and their relationship to the world. I call this orientation the presumption of competence” (p. 1).
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Autism and the Myth of the Person Alone (Qualitative Studies in Psychology)
Biklen, D. (1992). Schooling without labels: Parents, educators, and inclusive education. Philadelphia: Temple University Press.
"By closely examining the experiences of six families whose children with disabilities are full participants in family life, Douglas Biklen shows how people who have been labeled disabled might become full participants in other areas of society as well. Biklen focuses on the contradictions between what some families have achieved, what they want for their children, and what society and its social policies allow" (www.barnesandnoble.com).
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Schooling Without Labels Pb (Health Society And Policy)
Causton-Theoharis, J. (2009). The paraprofessional's handbook for effective support in inclusive classrooms. Baltimore: Brookes Publishing.
"What does a great paraprofessional need to know and do? Find out in this handy survival guide, equally useful for the brand-new paraprofessional or the 20-year classroom veteran. Packed with friendly guidance, practical tips, and relatable first-person stories, this book reveals the best ways to provide effective, respectful services to students in inclusive classrooms" (Brookes Publishing).
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The Paraprofessional's Handbook for Effective Support in Inclusive Classrooms
Ferri, B. & Connor, D. (2006). Reading resistance: Discourses of exclusion in desegregation and inclusion debates. New York: Peter Lang Publishing
"Reading Resistance confronts longstanding exclusionary practices in U.S. public schooling... By uncovering how the concept of disability was used to resegregate students of color after the historic Brown decision, the authors argue that special education has played a role in undermining school desegregation" (www.amazon.com).
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Kanter, A., et al. (2006). International human rights and comparative mental disability law: Cases and materials. Durham NC: Carolina Academic Press.
"The issue of the human rights of people with mental disabilities has been ignored for decades by the international agencies vested with the protection of human rights on a global scale... This is the first and only casebook that considers the intersection between international human rights law and comparative mental disability law; it provides a systematic investigation of all of the relevant issues" (www.cap-press.com).
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International Human Rights and Comparative Mental Disability Law: Cases and Materials
Kliewer, C. (2008). Seeing all kids as readers: A new vision for literacy in the inclusive early childhood classroom. Baltimore, MD: Brooks Publishing Company.
"For young children with moderate to severe disabilities, developing literacy skills can lead to more active and fulfilling membership in society. This motivating, forward-thinking book will help educators see all their students as literate and use an innovative social model of literacy to enrich the skills of children with and without disabilities" (www.barnesandnoble.com).
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Seeing All Kids as Readers: A New Vision for Literacy in the Inclusive Early Childhood Classroom
Kluth, P. (2003). “You’re going to love this kid!”: Teaching students with autism in the inclusive classroom. Baltimore: Paul H. Brookes Publishing Co.
In this book, Kluth challenges readers to rethink autism by presenting the experiences and words of those with autism spectrum labels as she offers specific strategies to achieve inclusive education. She offers many curricular ideas and methods to support and teach all students with autism labels in inclusive classrooms. The book flows easily between theory and practice.
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You're Going to Love This Kid!: Teaching Students With Autism in the Inclusive Classroom
Kluth, P. & Chandler-Olcott, K. (2007). A land we can share: Teaching literacy to students with autism. Baltimore: Paul H. Brookes Publishing.
“This guidebook brings cutting-edge literacy concepts to special educators who are already familiar with autism but may not have specific training in teaching reading skills and is an essential "literacy meets autism" primer for general educators and reading specialists. For all readers, the book underscores the ways in which literacy can help every learner achieve a more fulfilling, rich, and inclusive academic life” (www.paulakluth.com).
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A Land We Can Share: Teaching Literacy to Students with Autism
Theoharis, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice, and school reform. New York: Teachers College Press.
"Draws on the experiences and words of successful public school principals committed to advancing equity, social justice, and school reform to show why social justice leadership is needed and how it can be effective. Although facing tremendous barriers, these principals made important strides toward closing the achievement gap in their schools through the use of humane and equitable practices." (Teachers College Press).
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The School Leaders Our Children Deserve: Seven Keys to Equity, Social Justice, and School Reform
Sapon-Shevin, M. (2007). Widening the circle: The power of inclusive classrooms. Boston: Beacon Press.
“Inclusion… is a model that begins with the right of every child to be in the mainstream of education. Students do not have to “earn” their way into the classroom with their behavior or skills. They are assumed to be full members – perhaps with modifications, adaptations, and extensive support – but they are members nonetheless” (p. 6).
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