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Enacting Change from Within: Disability Studies Meets Teaching and Teacher Education


reviewed by Abby Cameron-Standerford — July 25, 2017

coverTitle: Enacting Change from Within: Disability Studies Meets Teaching and Teacher Education
Author(s): Meghan Cosier & Christine Ashby (Eds.)
Publisher: Peter Lang Publishing, New York
ISBN: 1433129094, Pages: 355, Year: 2016
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Cite This Article as: Teachers College Record, Date Published: July 25, 2017
http://www.tcrecord.org ID Number: 22106, Date Accessed: 12/12/2017 2:55:54 PM

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About the Author
  • Abby Cameron-Standerford
    Northern Michigan University
    E-mail Author
    ABBY CAMERON-STANDERFORD, Ph.D., is an associate professor of special education in the School of Education, Leadership and Public Service at Northern Michigan University. She has been an educator for 18 years, including work both in the K-12 school system and at the university level. Dr. Cameron-Standerford designs and teaches research-based courses on topics such as trends in special education, positive behavior supports, and methods for teaching content area subjects to students with learning disabilities. Her research interests include teacher preparation with purposeful and embedded universal design and modeling differentiated instruction, multimodal literacies, online learning, and self-study methodology as a framework to improve teaching and learning. Her recent publications include Capacity Building Pedagogy for Diverse Learners, in the book Handbook of Research on Pedagogical Models for Next Generation Teaching and Learners (2017) and Toward a Framework for Reading Lived Experiences as Texts: A Four-year Self-study of Teacher Education Practices in the book, Enacting Self-study Methodology for Professional Inquiry (2016).
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