Language Arts - Volume 101, Issue 3, 2024

Drawing on current literature and empirical examples, this three-part conceptual framework provides pedagogical guidance for literacy educators supporting students with significant support needs.

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.

Uplifting a resource-based approach to our literacy leadership to encourage students to bring their whole selves to their learning.

Providing student-facing templates, this article offers protocols for teachers to engage students with their Individualized Education Program goals during literacy lessons.

This column equips teachers with key revelations from Disability Studies in an effort to inform their conscious and deliberate design of inclusive literacy instruction.

As the second piece of our year-long inquiry asking “What does it mean to prepare students for civic engagement?,” Tim O’Keefe shares how his second-and third-grade students learn to observe the world more closely and ask critical questions about those things that appear to lack adequate explanation or justice.

This open letter encourages educators to engage in disability history and honor disability identity to resist ableism and support inclusion in literacy spaces.

This column describes a three-pronged approach to incorporating into a classroom a book that represents some aspect(s) of diversity.