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Table of Contents: Issue Two

The Journal of Teaching Disability Studies
Fall 2020/Spring 2021
February 16, 2021

Introduction

By Mariette Bates, Ph.D., Editor

Distinguished Lecturer and Academic Director, Disability Studies Program, CUNY School of Professional Studies

Approaching Disability Studies in Physical Therapist Education: Tensions, Successes, and Future Directions 

By Heather A. Feldner, PT, PhD, PCS1,2,3

Kathryn D. Lent, PT, PhD1

Stacia Lee, PT, NCS1

 

1Department of Rehabilitation Medicine, University of Washington, Seattle, WA

2Disability Studies Program, University of Washington, Seattle, WA

3Center for Research and Education on Accessible Technology and Experiences (CREATE), University of Washington, Seattle, WA

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Incorporating Disability Studies into a Secondary U.S. History Classroom: The Radical Lives of Helen Keller

By Bradley T.  Toland

University of Alabama & Vestavia Hills High School

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Intersectional Learning Dis/Abled Poetry as Teacher Education: A Phenomenological Study of Learning Dis/Ability Diagnosis of Two Scholars

By Lisa Boskovich[1], Ph.D.

Chapman University

David I. Hernández-Saca, Ph.D.

Assistant Professor

University of Northern Iowa

[1] Both authors are co-lead authors given that we worked collaboratively and democratically in our division of labor on the research and writing. We are listed in alphabetical order by last name.

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Universal Design for Learning: A Basis in Phaneroscopy? [1]

By Stefan Sunandan Honisch, PhD

Banting Postdoctoral Fellow
Department of Theatre and Film, University of British Columbia

Email: shonisch@mail.ubc.ca

 

[1] This article’s title points to Charles Sanders Peirce’s 1906 essay “The Basis of Pragmaticism in Phaneroscopy.” In The Essential Peirce: Selected Philosophical Writings (1893-1913).

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