Document Type

Article

Publication Date

8-2012

Publication Source

AI Practitioner

Volume

14

Issue

3

Inclusive pages

32-35

Publisher

AI Practitioner

Place of Publication

London, England

ISBN/ISSN

1741-8224

Peer Reviewed

yes

Abstract

In this paper, I use the theory of Appreciative Inquiry to highlight the strengths of individuals with labels in special education, and present two narratives: one from India and one from the United States. I argue that personal narratives which urge one to see beyond the negative connotations of labeling must be critical components of special education policy-making.

Keywords

Disability, labels, disability models, narrative construction

Disciplines

Bilingual, Multilingual, and Multicultural Education | Disability and Equity in Education | Special Education and Teaching