创造性的同理心

Advising Preservice Teachers Through Narratives From Students With Disabilities Pub Date : 1900-01-01 DOI:10.4018/978-1-7998-7359-4.ch008

William C. Clark III, Matt O'Nesti, Pam L. Epler

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引用次数: 0

摘要

本章旨在告知和教育读者关于两个年轻的残疾男子的考验和磨难。他们通过K-16教育系统的旅程被讨论，他们的胜利和斗争，因为他们学会了在一个无残疾的世界中生存。这一章将这两个人的情景与社会正义理论联系起来，并打破了对异常人物最常见的神话和误解。本章最后介绍了密歇根大学教育学院的教学工作、佛罗里达大学的CEEDAR中心和特殊儿童委员会开发的教学策略，任何教师都可以使用这些策略来更好地了解他们的学生，并制定成功的干预策略。

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Creative Empathy

This chapter is designed to inform and educate the reader about the trials and tribulations of two young men with disabilities. Their journey through the K–16 educational system is discussed, as are their triumphs and struggles as they learn to survive in a nondisabled world. The chapter relates the two men's scenarios to the theory of social justice as well as breaks down the most common myths and misconceptions about people with exceptionalities. The chapter concludes by conveying instructional strategies developed by the University of Michigan School of Education's Teaching Works and the University of Florida's CEEDAR Center and the Council for Exceptional Children that can be used by any teacher to get to know their students well and develop successful intervention strategies.

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Advising Preservice Teachers Through Narratives From Students With Disabilities

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