Lynne M. Bejoian
B.A., Smith College; M.S.Ed., University of Southern California; Ph.D., University of Southern California
Disability Studies in Education,
Cultural representations of disability,
Graduate students with disabilities,
Inclusion, women and disability, spirituality and disability
Connor, D. & Bejoian, L. M. (Under review). Crippling school curriculum: 20 ways to re-teach disability. Review of Disability Studies.
Connor, D. & Bejoian, L. M. (2006). Pigs, pirates, and pills: Using film to feach the social context of disability. Teaching Exceptional Children, 39, (2) pp. 52-60.
Bejoian, L.M. (2006). Nondualistic paradigms in disability studies & Buddhism:
Creating bridges for theoretical practice. Disability Studies Quarterly, 26, (3) www.dsq-sds.org
Oyler, C., Hamre, B., & Bejoian, L. M. (Eds.). (2006). Narrating disability: Pedagogical imperatives. [Special issue] Equity & Excellence in Education, 39 (2).
Bejoian, L.M., & Reid, D. K. (2005). A disability studies perspective on the Bush Education Agenda: The No Child Left Behind Act of 2001. Equity & Excellence in Education, 38 (3) pp. 220-231.
Bejoian, L. M. (1995). Humanism, health, hope, and help. Challenge 2000: Shared Visions,
Bejoian, L. M., & Ellis, S. (1983). The last barrier: Disability acceptance in the Greek system. Alpha Theta Tau National Newsletter. October.
C&T 4000: Disability in contexts
For students preparing to be both general and special-education teachers. Exploration of the historical, legal, cultural, and social/emotional experiences and representations of the characteristics of people across the full range of disabilities. The course focuses on life contexts, including education, family (caregiver), employment, and independent living as well as lifespan transitions. It draws on a wide range of interdisciplinary scholarship and ways of knowing.