Relevant bibliographies by topics / Ableism (disability)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Ableism (disability)'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Ableism (disability)"

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Christian, Stephen Michael. "Autism in International Relations: A critical assessment of International Relations’ autism metaphors." European Journal of International Relations 24, no. 2 (March 17, 2017): 464–88. http://dx.doi.org/10.1177/1354066117698030.

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In this article, I explain how International Relations scholarship relates to ableism. Ableism is a sociopolitical system of narratives, institutions, and actions collectively reinforcing an ideology that benefits persons deemed able-bodied, able-minded, and normal by others, and devalues, limits, and discriminates against those deemed physically and/or mentally disabled and abnormal. International Relations scholars have been quick to utilize disability metaphors as rhetorical support for their arguments and analyses. This article discusses how metaphors in general — and disability metaphors in particular — get their meaning from various other discourses and narratives. International Relations scholars, in the case of disability metaphors, often draw from discourses and narratives that perpetuate ableism. I demonstrate how disability metaphors can be ableist by researching how several International Relations foreign policy analysts and theorists have applied autism metaphors. I argue that International Relations’ uses of autism metaphors are ableist insomuch as they shape or reinforce understandings of autism that often oversimplify, overgeneralize, or otherwise misrepresent autism and Autistic people in ways that portray autism negatively. In the conclusion, I reflect on the importance of a disability studies program in International Relations and the broad set of topics that such a program should pursue.
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Hehir, Thomas. "Eliminating Ableism in Education." Harvard Educational Review 72, no. 1 (April 1, 2002): 1–33. http://dx.doi.org/10.17763/haer.72.1.03866528702g2105.

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In this article, Thomas Hehir defines ableism as "the devaluation of disability" that"results in societal attitudes that uncritically assert that it is better for a child to walk than roll, speak than sign, read print than read Braille, spell independently than use a spell-check, and hang out with nondisabled kids as opposed to other disabled kids." Hehir highlights ableist practices through a discussion of the history of and research pertaining to the education of deaf students, students who are blind or visually impaired, and students with learning disabilities, particularly dyslexia. He asserts that "the pervasiveness of . . . ableist assumptions in the education of children with disabilities not only reinforces prevailing prejudices against disability but may very well contribute to low levels of educational attainment and employment."In conclusion, Hehir offers six detailed proposals for beginning to address and overturn ableist practices. Throughout this article, Hehir draws on his personal experiences as former director of the U.S. Department of Education's Office of Special Education Programs, Associate Superintendent for the Chicago Public Schools, and Director of Special Education in the Boston Public Schools.
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Jenkins, Stephanie. "Constructing Ableism." Genealogy 5, no. 3 (July 16, 2021): 66. http://dx.doi.org/10.3390/genealogy5030066.

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This essay builds upon research in disability studies through the extension of Garland-Thomson’s figure of the normate. I argue that biopower, through the disciplinary normalization of individual bodies and the biopolitics of populations, in the nineteenth-century United States produced the normate citizen as a white, able-bodied man. The normate citizen developed with the new political technology of power that emerged with the transition from sovereign power to biopower. I focus on the disciplinary normalization of bodies and the role of industrial capitalism in the construction of able-bodied norms. I argue that the medical model of disability is produced through a dual process of incorporation: the production of corporeal individuals and the localization of illness in the body.
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Silverblank, Hannah, and Marchella Ward. "Why does classical reception need disability studies?" Classical Receptions Journal 12, no. 4 (September 23, 2020): 502–30. http://dx.doi.org/10.1093/crj/claa009.

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Abstract Many of the ableist tropes around disability and disabled people in the modern world find their antecedents in ancient mythology and its reception, but the seemingly ‘traditional’ nature of these harmful tropes and reflexes of storytelling is not established by accident or in the absence of readers. We argue here that classical reception needs to look to disability studies for a methodology that will allow the field to begin to theorize the role of the reader in the perpetuation of the ideology of ableism and ideas of bodily normativity. The field of classical reception studies engages in the process of investigating how the ‘traditional’ comes to be accepted as pre-existing; as such, it is vital that classical reception look to disability studies for the tools with which to lay bare the ways in which the apparatus of ableism comes to seem traditional. This article sets out some strategies for bringing classical reception and disability studies together with the aim of developing a more critical philology, an ethically-invested method for doing classical reception, and the theoretical and practical tools to create a more inclusive field. In short, this article makes the case for ‘cripping’ classical reception studies.
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Hammond, Andrew, Ruth Jeanes, Dawn Penney, and Deana Leahy. "“I Feel We are Inclusive Enough”: Examining Swimming Coaches’ Understandings of Inclusion and Disability." Sociology of Sport Journal 36, no. 4 (December 1, 2019): 311–21. http://dx.doi.org/10.1123/ssj.2018-0164.

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In this study, semi-structured interviews were conducted with eight Victorian swimming coaches to examine the discourses of disability1 and inclusion that they expressed in relation to their current coaching practices. Analysis specifically pursued links between neoliberalism, ableism, elitism, classification and inclusion in coaching, with the intention of exploring what discourse relations are possible, imaginable and practical within what have been referred to as neoliberal-ableist times. Findings reveal that coaches replicate and reproduce elitist, ableist assumptions about the body and sport. The discussion prompts a consideration of how rationalities and techniques of inclusion are limited under the prevailing political context.
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Love, Hailey R., and Margaret R. Beneke. "Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood." Topics in Early Childhood Special Education 41, no. 1 (February 18, 2021): 31–44. http://dx.doi.org/10.1177/0271121421990833.

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Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.
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Compes, Natascha. "Ableism in academic knowledge production." GENDER – Zeitschrift für Geschlecht, Kultur und Gesellschaft 13, no. 2-2021 (July 21, 2021): 126–41. http://dx.doi.org/10.3224/gender.v13i2.09.

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The article takes up feminist disability scholars’ request for an integration of disability (theory) into women’s and gender studies and intends to take stock of the status and development of this integration. By means of qualitative content analysis, excerpts of German and US handbooks of gender research are examined for their degree of integrating disability (theory) and for inherent ableism. Considering the scholars’ requests of full integration and a subsequent transformation of gender research the sample shows only minor signs of change and the request must be upheld.
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Williams, Anna. "Academic ableism: disability and higher education." Disability & Society 33, no. 4 (February 15, 2018): 651–53. http://dx.doi.org/10.1080/09687599.2018.1438052.

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Fristrup, Tine, and Christopher Karanja Odgaard. "Interrogating disability and prosthesis through the conceptual framework of NEODISABILITY." Kvinder, Køn & Forskning, no. 2 (July 1, 2021): 54–65. http://dx.doi.org/10.7146/kkf.v31i2.127879.

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This article investigates the emerging field of critical disability studies in order to explore understandings of disability and prosthesis through the intersection of dis/ability studies, studies in ableism, and philosophical enquiries into the biopolitics of disability and neoliberal psychopolitics. We present the interpretation that contemporary Western ableism is confi gured by neoliberal arrangements operating on the individual in ongoing processes of self-improvement. People who fail in the achievement society see themselves as being responsible for their own situation, blaming themselves as individuals instead of questioning the ableism that organises contemporary societal orderings in the neoliberal production of inferiority. We offer a conceptual framework of neodisability by unfolding internalised disabling processes in which the bifurcation of ‘dis’ and ‘ability’ operates through the forward-slash in dis/ability. The forward-slash captivates the optimistic cruelty in the workings of contemporary ableism in search of excellence through prosthetic confi gurations in an achievement economy: desiring the invisible prosthesis of willpower in the constant pursuit of overcoming the ‘dis/’. Neodisability engenders contemporary psycho-neoliberal-ableism, with people turning their aggressions against themselves in never-ending processes of dis-ing parts of themselves as ‘notfit-enough’, while being in constant need of therapeutic interventions to employ and promote the self-optimising efforts in times of neodisableism.
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Friedman, Sally. "Review. Academic Ableism: Disability and Higher Education." Journal of Political Science Education 16, no. 2 (April 29, 2019): 264–67. http://dx.doi.org/10.1080/15512169.2019.1594849.

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Dissertations / Theses on the topic "Ableism (disability)"

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Campbell, Fiona Anne Kumari. "The Great Divide : Ableism And Technologies Of Disability Production." Queensland University of Technology, 2003. http://eprints.qut.edu.au/15889/.

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Subjects designated by the neologism 'disability' typically experience various forms of marginality, discrimination and inequality. The response by social scientists and professionals engaged in social policy and service delivery has been to combat the 'disability problem' by way of implementing anti-discrimination protections and various other compensatory initiatives. More recently, with the development of biological and techno-sciences such as 'new genetics', nanotechnologies and cyborgs the solution to 'disability' management has been in the form of utilizing technologies of early detection, eradication or at best, technologies of mitigation. Contemporary discourses of disablement displace and disconnect discussion away from the 'heart of the problem', namely, matters ontological. Disability - based marginality is assumed to emerge from a set of pre-existing conditions (i.e. in the case of biomedicalisation, deficiency inheres in the individual, whilst in the Social Model disablement is created by a capitalist superstructure). The Great Divide takes an alternative approach to studying 'the problem of disability' by proposing that the neologism 'disability' is in fact created by and used to generate notions and epistemologies of 'ableism'. Whilst epistemologies of disablement are well researched, there is a paucity of research related to the workings of ableism. The focal concerns of The Great Divide relate to matters of ordering, disorder and constitutional compartmentalization between the normal and pathological and the ways that discourses about wholeness, health, enhancement and perfection produce notions of impairment. A central argument of this dissertation figures the production of disability as part of the tussle over ordering, emerging from a desire to create order from an assumed disorder; resulting in a flimsy but often unconvincing attempt to shore up so-called optimal ontologies and disperse outlaw ontologies. The Great Divide examines ways 'disability' rubs up against, mingles with and provokes other seemingly unrelated concepts such as wellness, ableness, perfection, competency, causation, productivity and use value. The scaffolding of the dissertation directs the reader to selected sites that produce epistemologies of disability and ableism, namely the writing of 'history' and Judeo-Christian renderings of Disability. It explores the nuances of ableism (including a case study of wrongful life torts in law) and the phenomenon of internalized ableism as experienced by many disabled people. The study of liberalism and the government of government are explored in terms of enumeration, the science of 'counting cripples' and the battles over defining 'disability' in law and social policy. Additionally another axis of ableism is explored through the study of a number of perfecting technologies and the way in which these technologies mediate what it means to be 'human' (normalcy), morphs/simulates 'normalcy' and the leakiness of 'disability'. This analysis charts the invention of forearms transplantation (a la Clint Hallam), the Cochlear implant and transhumanism. The Great Divide concludes with an inversion of the ableist gaze(s) by proposing an ethic of affirmation, a desiring ontology of impairment.
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Palmer, Savannah. "Watching the Wolf Tear Down the House: An Autoethnographic Examination of Living with Lupus in The Wolf Inside." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2135.

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Autoethnography is a research method that relies on connecting personal narrative to larger social issues, using writing and/or performance to draw those connections for an audience and critique those issues along the way. Autoethnographers, in a vulnerable act, tell their own stories to make these connections and critiques, and ask their audiences to help them change the way society functions, to help achieve social justice by engaging with and helping to solve these issues. This project explores a specific autoethnographic work—The Wolf Inside, a solo performance piece dealing with the dis/ableist experiences of the author in their journey toward diagnosis, treatment, and good quality of life with systemic lupus erythematosus. It examines the implications of autoethnography as a method of educating audiences about invisible disabilities like lupus, confronting harmful dis/ableist behaviors, offering solutions to these issues, and functioning as a coping mechanism for the author/performer who lives with invisible disabilities.
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McCampbell, Darcey. "Provider Perceptions of Ableism and Social Support Networks in the Healthcare Setting." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5667.

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The objective of this study is to investigate ableism and social support networks in the healthcare setting. Social support networks play an important role in combating emotional distress in healthcare. They provide disabled patients a method for defending against the negative effects of ableism among other stressors. By definition, ableism refers to perceptions that disability is abnormal and undesirable. Ten healthcare providers in central Florida (i.e., in nursing homes, rehabilitation centers, and primary care offices) were interviewed, using in-depth face-to-face qualitative interviewing. Participants were asked questions relating to the effects of ableist language on patients with disabilities as well as the role of social support networks in combating related stress. Throughout the process of data analysis, five major themes arose as most relevant to the research questions proposed: (1) Traditional Social Support, (2) Online Networks as a Source of Informational Support, (3) Concerns about Ableist Language, (4) External Sources of Patient Social Support, and (5) Accommodation and Accessibility. Results indicated a strong preference for traditional social support, as opposed to online support. Traditional social support is offered through accommodation of caregivers, availability of social workers, and creation of support groups. Benefits of online support networks are viewed mainly in terms of fulfilling the informational needs of patients with disabilities. Additionally, while some accommodations for patients with disabilities were described, these dealt primarily with alterations to the physical environment. Results showed a lack of attention paid to ableism in the healthcare field, particularly instances occurring in communication practices. Overall, there is room for improvement in the healthcare field concerning accommodations for patients with disabilities.
M.A.
Masters
Communication
Sciences
Communication; Interpersonal Communication
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Robb, Jayci Lynn. "Attitudinal Ableism: A Three-Study Exploration into Attitudinal Barriers Encountered by People with Mental Illness, Substance Use, and Physical Disabilities." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/595795.

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The three studies presented in this dissertation generated new insight about the attitudinal ableism experienced by people with mental illness, substance use, and physical disabilities. First, the purpose of study one was to synthesize existing evidence about the implicit (unconscious) biases toward people with mental illness. Extensive academic database searches were performed and 19 articles were selected for review. Main findings from the review indicated that 63% of the participant samples showed an implicit bias against people with mental illness. Further, the implicit biases were positively correlated with explicit desires for social distance in two studies and were not improved by interventions or prior contact in six studies. Second, the purpose of study two was to investigate potential mediators in the pathway between perceived stigma and internalized stigma among people with substance use disorders. A total of 125 individuals completed the survey packet. Results indicated that overall social support (particularly affectionate social support) and maladaptive coping behaviors were significant mediators of the pathway. Personality characteristics, overall coping behaviors, adaptive coping behaviors, emotional/informational social support, and tangible social support were not significant mediators. Third, the purpose of study three was to validate and expand upon existing research on the microaggressions perceived by people with physical disabilities. The third study was also an initial exploration into the applicability of Glick and Fiske's (1996) theory of ambivalent sexism in conceptualizing ableist microaggressions. Specifically, Glick and Fiske's (1996) theory was used as a framework for conceptualizing ableist microaggressions as examples of ambivalent ableism, characterized by hostility and benevolence toward people with disabilities. Twelve individuals with visible, physical disabilities were interviewed about their microaggressive experiences and the personal impacts of being targets of ableism. Participants' experiences were coded and categorized as representing hostile ableism, benevolent ableism, or impact on the target. Hostile microaggressive experiences included othering, victimizing, and desexualizing; benevolent microaggressive experiences included helping and infantilizing; and impacts on the target included passing/covering and internalizing. Finally, implications related to research, education, and practice for each of the three studies were discussed in the concluding chapter of this dissertation.
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Ullgren, Kristina. "Rätten till ett liv som andra : Föreställningar om funktionalitet, normalitet och sårbarhet i LSS (Lagen om stöd och service till vissa funktionshindrade)." Thesis, Södertörns högskola, Genusvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31902.

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This thesis analyzes the concept of ”funktionalitet” (the dis/ability divide), normality and vulnerability in the Swedish Law on Support and Service to Certain Disabled People (Lagen om stöd och service till vissa funktionshindrade – LSS). LSS is the main rights law for people with disabilities and was groundbreaking when it came, but has since its legislation not been developed any further. Recent debate has shown that the law is not implemented according to its intentions. Through the use of discourse analysis and the theoretical perspectives ableism, intersectionality and vulnerability this thesis investigates the understanding of ”funktionalitet” in the legislation and the official government inquiry (SOU 1991:46) that submitted a proposal for the law in 1991. The main conclusions of the analysis point toward a conception of ”funktionalitet” as both depending on the power structure of ableism and as a diversity in humanity. The position as a person with disability is portrayed as a special (or pathogenic) vulnerability in order to claim special rights. Moreover the thesis briefly discusses how the position as a person with disabilities is denied other identificatory categories such as a person with a gender identity, sexuality and/or being a parent. These are topics for further research.
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Aronsson, Robin. "Making the Muggle : A Study of Processes of Othering in J.K. Rowling’s Harry Potter and how Teachers Can Use the Novels to Work with Issues of Ableism." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-138716.

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The magical fictional setting of the Harry Potter novels is not one separated from our own. It features the same nations and the same history as the real world. Its society is parallel to ours due to similar traditions and hierarchies, such as heteronormativity, ageism, racism, and fascism. Some of these are clearly problematised in the novels, others are not. While issues of racism and blood status are clearly at the forefront of the story of Harry Potter, there are layers to the conflict which reveal that there is more to the discriminatory dilemma than the issue of blood purity. This essay aims to investigate how teachers can use J.K. Rowling’s Harry Potter series to lead a discussion about othering and discrimination, focusing on the issue of ableism in particular. The goal when studying processes of othering in Harry Potter is not necessarily for the reader to identify with the protagonists. Instead, textual silences will be interpreted to investigate whether the othering of people like the readers themselves, an othering the reader partakes in when empathising with the protagonists, can be compared to ableism in the real world, and how teachers can use Harry Potter as means to introduce the idea of able-bodiedness as a social construct. By applying crip theory to the text, it can be stated that the division between the protagonist and his non-magical Other is based on ableist ideologies, which result in a positioning of the non-magical as disabled in the magical society. This position is maintained by naturalising the link between impairment and character flaws.
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Oates, Shana Daracelle. "A Spectrum of Support: A Case Study Examining Autistic Students' Experiences in Higher Education." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1626448253707249.

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Derby, John K. "Art Education and Disability Studies Perspectives on Mental Illness Discourses." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250311625.

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Bylund, Christine. "Mellan hjälte och vårdpaket : En etnologisk studie av möjliga funktionshinderpositioner utifrån ett crip-teoretiskt perspektiv." Thesis, Stockholms universitet, Etnologi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-71771.

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This thesis aims to investigate possible positions of identification for people with dis/abilities. With a theoretical basis in crip-theory it discusses the notions of power and deviance and its’ importance for the formation and reproduction of ideas around the concepts of dis/ability, ableism, deviancy and normality.
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Kelly, Molly Dames. "A Case Study of an Inclusive Elementary and Special Education Teacher Preparation Program." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1543353817073722.

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Books on the topic "Ableism (disability)"

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Contours of ableism: The production of disability and abledness. New York: Palgrave Macmillan, 2009.

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Campbell, Fiona Kumari. Contours of ableism: The production of disability and abledness. New York: Palgrave Macmillan, 2009.

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Campbell, Fiona Kumari. Contours of ableism: The production of disability and abledness. New York: Palgrave Macmillan, 2009.

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Representing disability in an ableist world: Essays on mass media. Louisville, KY: The Advocado Press, 2010.

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Academic Ableism: Disability and Higher Education. University of Michigan Press, 2017.

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Dolmage, Jay T. Academic Ableism: Disability and Higher Education. University of Michigan Press, 2017.

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Nario-Redmond, Michelle R. Ableism: The Causes and Consequences of Disability Prejudice. Wiley & Sons, Incorporated, John, 2019.

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Nario-Redmond, Michelle R. Ableism: The Causes and Consequences of Disability Prejudice. Wiley & Sons, Incorporated, John, 2019.

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Nario-Redmond, Michelle R. Ableism: The Causes and Consequence of Disability Prejudice. Wiley & Sons, Incorporated, John, 2019.

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Undoing Ableism: Teaching about Disability in K-12 Classrooms. Taylor & Francis Group, 2019.

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Book chapters on the topic "Ableism (disability)"

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ten Have, Henk, and Maria do Céu Patrão Neves. "Disability (See Ableism)." In Dictionary of Global Bioethics, 409. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-54161-3_200.

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Brown, Lydia X. Z. "Legal Ableism, Interrupted." In The Disability Studies Reader, 407–16. 6th ed. 6th edition. | New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003082583-40.

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Swinton, John. "Disability, Ableism, and Disablism." In The Wiley-Blackwell Companion to Practical Theology, 443–51. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444345742.ch42.

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Campbell, Fiona Kumari. "Tentative Disability — Mitigation and Its Discontents." In Contours of Ableism, 30–44. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230245181_3.

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Campbell, Fiona Kumari. "Disability Matters: Embodiment, Teaching and Standpoint." In Contours of Ableism, 115–29. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230245181_7.

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Campbell, Fiona Kumari. "Disability Harm and Wrongful Life Torts." In Contours of Ableism, 146–59. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230245181_9.

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Campbell, Fiona Kumari. "Pathological Femaleness: Disability Jurisprudence and Ontological Envelopment." In Contours of Ableism, 130–45. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230245181_8.

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Campbell, Fiona Kumari. "Afterword: From Disability Studies to Studies in Ableism." In Contours of Ableism, 196–98. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230245181_11.

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Vargas, Alejandro Alberto Téllez. "Ableism in the socio-musical organisation." In Disability and Music Performance, 42–63. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Interdisciplinary disability studies: Routledge, 2018. http://dx.doi.org/10.4324/9781315109374-3.

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Campbell, Fiona Kumari. "Stalking Ableism: Using Disability to Expose ‘Abled’ Narcissism." In Disability and Social Theory, 212–30. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137023001_13.

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Conference papers on the topic "Ableism (disability)"

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White, Emily. "Applying empirical learning progressions for a holistic approach to evidence-based education: SWANS/ABLES." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_6.

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Learning progressions have become an increasing topic of interest for researchers, educational organisations and schools as they can describe the expected pathway of learning within a content area to allow for targeted teaching and learning at all levels of ability. However, there is substantial variation in how learning progressions are developed and to what extent teachers can use them to inform their practices. The ABLES/SWANS tools (Students with Additional Needs/Abilities Based Learning and Education Support) are an example of how an empirical learning progression can be applied to support teachers’ ability to not only target teaching to a student’s zone of proximal development (Vygotsky, 1978), but also to plan, assess, and report on learning. Across Australia, these tools are used to help of thousands of teachers of students with disability to make evidence-based teaching and learning decisions and demonstrate the impact of their work with students. This approach, which scaffolds student achievement towards goals informed by an empirical learning progression, combined with reflective teaching practices, can help teachers to develop their capacity as professionals and provide the most effective teaching and learning for every student, regardless of the presence of disability or additional learning need.
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