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2018
Volume 101, Issue 3
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402

Abstract

Centering the narratives of teachers with disabilities, this piece offers Disability Sustaining Pedagogy as a stance and practice for honoring disability identities in literacy classrooms.

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/content/journals/10.58680/la202432765
2024-01-01
2024-03-03
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