Social and Dialogic Thinking and Learning in Special Education

Karen A. Erickson is the David E. & Dolores J. Yoder Distinguished Professor and Director of the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USACharna D’Ardenne is Assistant Professor at the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USANitasha M. Clark is Research Affiliate with the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USADavid A. Koppenhaver is Professor in the Reading Education and Special Education Department at Appalachian State University, USAGeorge W. Noblit is Joseph R. Neikirk Distinguished Professor of Sociology of Education Emeritus at the University of North Carolina at Chapel Hill, USA

• Part 1: Challenges in Studying Thinking and Learning in Students with Significant Support Needs1: On Teaching versus Learning: An Introduction2: Productive MistakesPart 2: Restrictive Contexts for Thinking and Learning3: The Discursive Construction of Dis/Ability 4: Praise and Patterns of Instructional Practice (with Sofia Benson-Goldberg, PhD, CCC/SLP)5: The Intersection of Race and Severe Disability6: Enacting Imprisonment on Students with Significant Support NeedsPart 3: Students with Significant Support Needs Demonstrate Thinking and Learning7: Students Asserting Themselves and Resisting the Hidden Curriculum8: Students Demonstrating Smartness Outside the Constraints of Schooling9: Agency Through Relation and Relation Through Agency10: The Intersection of Structure and Sanction with Initiation and PersistencePart 4: Relations at the Core of Teaching and Learning11: Being with to Achieve Shared Perceptual and Emotional Awareness12: Engaging in Dialogue without Conventional Language13: Embodiment and Its Role in Extended Dialogue and Narrative14: Radical Possibilities Beyond the Horizon