D Kim Reid
Biographic Data
| ID | 2320071 |
|---|---|
| NAME | D Kim Reid |
| GIVEN NAMES | D Kim |
| FAMILY NAME | Reid |
| SIGNATURE | REID D K |
| AFFILIATIONS | Teachers College, Columbia University, Curriculum and Teaching, 302E Main, TC Box 031, New York, NY 10027; Her scholarly interests embrace the sociopolitical construction of disability, particularly with respect to humor, as well as special education’s role as an unintentional tool of institutional racism |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 81 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2009 |
| H-INDEX | 4 |
Would rethinking learning disabilities benefit Kuwait
Learning disabilities education in Kuwait grew from Kuwaiti’s wholesale importation of the Western, medical model of disability – a model basically incompatible with Kuwaiti culture. Conflicting factors include its problematic normal/abnormal binary, its assumption that the ‘deficit’ is located in the student and the segregation of students by label. As proponents of disability studies we investigate whether, and if so how, Arab educators at Kuwa…
Resistance and discursive practice: Promoting advocacy in teacher undergraduate and graduate programmes
The humorous construction of disability: ‘Stand‐up’ comedians in the United States 1
We examine how stand‐up [sic] comedy constructs, circulates, perpetuates and/or disrupts stereotypical images of disabled persons in the United States. We use disabled people, rather than people‐first language, to remind readers that disability is an ill‐defined, culturally imposed attribute. Although humor is culturally specific, we draw on works of an international cadre of humanities scholars and social scientists to ground our analyses. We co…
Disability Justifies Exclusion of Minority Students: A Critical History Grounded in Disability Studies
From a disability studies (DS) perspective, the authors analyze how the historical conflation of disability with other identity factors and the ideology of normalcy contribute to the disproportionality problem in K–12 special education. They argue that this conflation and ideology make labeling and segregated education seem natural and legitimate for students carrying the high-incidence, legally defined labels Learning Disabled (LD), Mentally Ret…
Differentiating Instruction for Disabled Students in Inclusive Classrooms
Differentiating instruction, a comprehensive approach to teaching, enables the successful inclusion of all students, including the disabled, in general-education classrooms. As inclusive educators, we argue that disability is an enacted, interactional process and not an empirical, stable fact or condition. We recommend planning responsive lessons that differentiate instruction for all students from the outset, instead of modifying one for disable…
Disability Justifies Exclusion of Minority Students: A Critical History Grounded in Disability Studies
From a disability studies (DS) perspective, the authors analyze how the historical conflation of disability with other identity factors and the ideology of normalcy contribute to the disproportionality problem in K–12 special education. They argue that this conflation and ideology make labeling and segregated education seem natural and legitimate for students carrying the high-incidence, legally defined labels Learning Disabled (LD), Mentally Ret…
The humorous construction of disability: ‘Stand‐up’ comedians in the United States 1
We examine how stand‐up [sic] comedy constructs, circulates, perpetuates and/or disrupts stereotypical images of disabled persons in the United States. We use disabled people, rather than people‐first language, to remind readers that disability is an ill‐defined, culturally imposed attribute. Although humor is culturally specific, we draw on works of an international cadre of humanities scholars and social scientists to ground our analyses. We co…
Differentiating Instruction for Disabled Students in Inclusive Classrooms
Differentiating instruction, a comprehensive approach to teaching, enables the successful inclusion of all students, including the disabled, in general-education classrooms. As inclusive educators, we argue that disability is an enacted, interactional process and not an empirical, stable fact or condition. We recommend planning responsive lessons that differentiate instruction for all students from the outset, instead of modifying one for disable…
Resistance and discursive practice: Promoting advocacy in teacher undergraduate and graduate programmes
Would rethinking learning disabilities benefit Kuwait
Learning disabilities education in Kuwait grew from Kuwaiti’s wholesale importation of the Western, medical model of disability – a model basically incompatible with Kuwaiti culture. Conflicting factors include its problematic normal/abnormal binary, its assumption that the ‘deficit’ is located in the student and the segregation of students by label. As proponents of disability studies we investigate whether, and if so how, Arab educators at Kuwa…
Differentiating Instruction for Disabled Students in Inclusive Classrooms
Differentiating instruction, a comprehensive approach to teaching, enables the successful inclusion of all students, including the disabled, in general-education classrooms. As inclusive educators, we argue that disability is an enacted, interactional process and not an empirical, stable fact or condition. We recommend planning responsive lessons that differentiate instruction for all students from the outset, instead of modifying one for disable…
The humorous construction of disability: ‘Stand‐up’ comedians in the United States 1
We examine how stand‐up [sic] comedy constructs, circulates, perpetuates and/or disrupts stereotypical images of disabled persons in the United States. We use disabled people, rather than people‐first language, to remind readers that disability is an ill‐defined, culturally imposed attribute. Although humor is culturally specific, we draw on works of an international cadre of humanities scholars and social scientists to ground our analyses. We co…
Disability Justifies Exclusion of Minority Students: A Critical History Grounded in Disability Studies
From a disability studies (DS) perspective, the authors analyze how the historical conflation of disability with other identity factors and the ideology of normalcy contribute to the disproportionality problem in K–12 special education. They argue that this conflation and ideology make labeling and segregated education seem natural and legitimate for students carrying the high-incidence, legally defined labels Learning Disabled (LD), Mentally Ret…
Would rethinking learning disabilities benefit Kuwait
Learning disabilities education in Kuwait grew from Kuwaiti’s wholesale importation of the Western, medical model of disability – a model basically incompatible with Kuwaiti culture. Conflicting factors include its problematic normal/abnormal binary, its assumption that the ‘deficit’ is located in the student and the segregation of students by label. As proponents of disability studies we investigate whether, and if so how, Arab educators at Kuwa…
Resistance and discursive practice: Promoting advocacy in teacher undergraduate and graduate programmes
Psychology (5 works) · Pedagogy (4 works) · Sociology (4 works) · Disability Education and Employment (3 works) · Social Psychology (3 works) · Social Psychology (3 works) · Aesthetics (2 works) · Collaborative Teaching and Inclusion (2 works) · Developmental psychology (2 works) · Disability studies (2 works)