Social and Dialogic Thinking and Learning in Special Education

Karen A. Erickson is the David E. & Dolores J. Yoder Distinguished Professor and Director of the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA Charna D’Ardenne is Assistant Professor at the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA Nitasha M. Clark is Research Affiliate with the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA David A. Koppenhaver is Professor in the Reading Education and Special Education Department at Appalachian State University, USA George W. Noblit is Joseph R. Neikirk Distinguished Professor of Sociology of Education Emeritus at the University of North Carolina at Chapel Hill, USA

Part 1: Challenges in Studying Thinking and Learning in Students with Significant Support Needs

1: On Teaching versus Learning: An Introduction

2: Productive Mistakes

Part 2: Restrictive Contexts for Thinking and Learning

3: The Discursive Construction of Dis/Ability

4: Praise and Patterns of Instructional Practice (with Sofia Benson-Goldberg, PhD, CCC/SLP)

5: The Intersection of Race and Severe Disability

6: Enacting Imprisonment on Students with Significant Support Needs

Part 3: Students with Significant Support Needs Demonstrate Thinking and Learning

7: Students Asserting Themselves and Resisting the Hidden Curriculum

8: Students Demonstrating Smartness Outside the Constraints of Schooling

9: Agency Through Relation and Relation Through Agency

10: The Intersection of Structure and Sanction with Initiation and Persistence

Part 4: Relations at the Core of Teaching and Learning

11: Being with to Achieve Shared Perceptual and Emotional Awareness

12: Engaging in Dialogue without Conventional Language

13: Embodiment and Its Role in Extended Dialogue and Narrative

14: Radical Possibilities Beyond the Horizon