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https://drive.google.com/file/d/1plBOHOoRz6HIe7LBtXnEwNsOdIPLtTRE/view?usp=drivesdk

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ON GOOGLE DOCS

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My Classroom (Inclusion) and answers to guiding questions

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My Classroom (Inclusion) and answers to guiding questions

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ON GOOGLE DOCS

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This course has affected me in that I was an ELL when I was a younger boy. I wasnt labeled but I felt like an outsider and it was traumatizing because a lot was expected of me.
This affects me as an educator because I do not want students that are ELLs to feel that way. This affects my teaching in that I will keep in mind that ELLs lack of access to language is a disability according to the social model.

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My sister was an ELL and the way she felt as an ELL was.

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2 fellows were ELL
interviews

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myself presenting the topic and how it affects me.

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Voice recording 2

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Voice recording 1

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Davila, B. (2014). Critical race theory, disability microagressions and latina/o student experiences in special education. Race, Ethinicity and Education,18(4), 443-468.

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Siebers, T. (2011). Disability as masquerade. In T. Siebers (Ed.), Disability theory (pp. 1-33). Ann Arbor, MI: University of Michigan Press.

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Valle, J.W & Connor, D.J. (2010). Actively challenging normalcy. In J.W. Valle & D.J. Connor,
Rethinking disability: A disability studies approach to inclusive practices (pp.188-195).
New York, NY: McGraw Hill.

Valle, J.W & Connor, D.J. (2010). Promoting inclusive beliefs and practices. In J.W. Valle & D.J.
Connor, Rethinking disability: A disability studies approach to inclusive practices (pp.
205-210). New York, NY: McGraw Hill.

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ARTICLE DIS/CRIT