Our Publications

Here you’ll find publications written by TCICP co-directors, staff, and collaborators. We invite you to explore our curriculum resources, articles about our development and enactment of inquiry-to-action teams, and scholarly papers on the principles that inform our stance and work on critical inclusivity.

Featured Publication

TCICP’s Favorite Books Featuring Characters with Disabilities

As people who work in inclusive education, we love to read and teach books that portray children and youth with disabilities with fullness, nuance, and authenticity. Over the years, we’ve read a lot of books featuring young people with disabilities and swapped recommendations with children and teachers in the many classrooms in which we work. We compiled this list of the YA and children’s literature we like that feature young people with disabilities. Consider it our snapshot of books families and educators with a stake in inclusivity might want to know about.

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Publications:

Democratic classrooms and accessible instruction.

Democracy and Education, 14(1), 28-31.

There is a large body of literature that offers advice regarding the inclusion of students with disabilities in general education settings. However, few links are made between this literature and the work on democratic schooling practices. Yet such practices often overlap and certainly can be thought of as mutually supportive. In this article, Celia Oyler, TCICP’s co-director, outlines essential tenets of accessible instruction, gives real classroom examples, and, ultimately, makes the link between accessible instruction and education for democracy.

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Schooling children with down syndrome: Toward an understanding of possibility.

Encounter: Education for meaning and social justice, 14(1), 3-6.

Celia Oyler reviews Chris Kliewer’s book, Schooling Children with Down Syndrome: Toward an Understanding of Possibility. Oyler asserts the book is a powerful call to begin to ask questions about citizenship, democracy, capacity, and community values, not only for people with Down Syndrome, but for all of us. In this elegantly written and persuasively argued volume, Christopher Kliewer fully articulates an alternative version of schooling and community citizenship and offers a scathing indictment of our dual system of education. As a professor of education and a former special education teacher, Kliewer steps quite bravely forward to render a careful, but pointed, argument against the very existence of special education. Further, and even more provocatively, the author forces us to reconsider our notions of human capacity.

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