Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

Uncertainty as a Foundation for Change

by Srikala Naraian - 2015

This commentary notes the oppositional traditions that inform polarized perspectives on disability and schooling, and raises the question of the significance of such divisions for schools and for preparing teachers.

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase Uncertainty as a Foundation for Change
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record Volume 117 Number 10, 2015, p. 1-6
https://www.tcrecord.org ID Number: 18084, Date Accessed: 6/12/2021 11:12:58 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
Post a Comment | Read All

About the Author
  • Srikala Naraian
    Teachers College, Columbia University
    E-mail Author
    SRIKALA NARAIAN is an Associate Professor in the Secondary and Elementary Inclusive Education Program in the Department of Curriculum and Teaching at Teachers College. She locates herself in the disability studies tradition and is interested in researching processes of inclusive education, teacher preparation for inclusive education and the education of students with significant disabilities. She has offered professional development to teachers in New York City schools on inclusive practices. Additionally, she has prepared teachers for inclusive education in international contexts, particularly in Iceland and in India. She has published widely in many journals including International Journal of Inclusive Education, Teachers College Record, Anthropology and Education Quarterly, Curriculum Inquiry, and Teacher Education and Special Education.
Member Center
In Print
This Month's Issue