Abstract
In this chapter, I discuss my research on the use of comic books with middle school students labeled with disabilities. I use autobiographical narratives, critical theory and students’ lived experiences to highlight and argue that traditional ways of assessing students, based on measures of attendance, standardized curriculum, and standardized test scores - tend to segregate students based on their disability and academic ability.
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Wilson, E. (2014). Comic Books, Technology, And Dialogue. In: Tobin, K., Shady, A. (eds) Transforming Urban Education. Bold Visions in Educational Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-563-2_7
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DOI: https://doi.org/10.1007/978-94-6209-563-2_7
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