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Srikala Naraian

Professional Background

Educational Background

  • B.A. English, Madras University
  • M.A. Special Education, Michigan State University
  • Ph.D., University of Missouri-St. Louis

Scholarly Interests

disability studies in education; inclusive education; education of students with significant disabilities; inclusive education in international contexts; teacher preparation for inclusive education

Selected Publications

Danforth, S. & Naraian, S. (2015). This new field of inclusive education: Beginning a dialogue on conceptual foundations. Intellectual and Developmental Disabilities, 53(1), 70-85.

Naraian, S. (2015). Love's labor lost: Emotional agency in a school worker's story of family advocacy. International Journal of Qualitative Research in Education, 28(1), 92-111.

Naraian, S. & Surabian, M. (2014). New Literacy studies: An alternate frame for preparing teachers to use assistive technology. Teacher Education and Special Education, 37(4), 330-346.

Naraian, S. (published online, 2014). Agency in real time? Situating teachers' efforts towards inclusion in the context of local and enduring struggles. Teachers College Record, 116(6).

Naraian, S, & Oyler, C. (2014). Professional development for special education reform: Re-articulating experiences of urban educators. Urban Education, 49(5), 499-526.

Naraian, S.  (2013). Dis/ability, agency and context: A differential consciousness for doing inclusive education. Curriculum Inquiry, 43(3), 360-387.

Naraian, S. & Natarajan, P. (2013) Negotiating normalcy with peers in contexts of inclusion: Perceptions of youth with disabilities in India. International Journal of Disability, Development and Education, 60(2), 146-166.

Naraian, S., Ferguson, D.L. & Thomas, N. (2012). Transforming for inclusive practice: Professional development to support the inclusion of students labeled as emotionally disturbed.  International Journal of Inclusive Education, 16(7-8), 721-740.

Naraian, S. (2011). Pedagogic voicing: The struggle for participation in an inclusive classroom. Anthropology and Education Quarterly, 42(3), 245-262.

Naraian, S. (2011). Teacher discourse, peer relations and significant disability: Unraveling one friendship story. International Journal of Qualitative Studies in Education, 24(1), 97-115.

Naraian, S. (2011). Seeking transparency: The production of an inclusive classroom community. International Journal of Inclusive Education, 15(9), 955-973

Naraian, S. (2010). General, special . and inclusive: Refiguring professional identities in a collaboratively taught classroom. Teaching and Teacher Education, 26, 1677-1686.

Naraian, S., Brown, K. S. & Navarro, V. (2010). Readiness for change: Appropriation of external resources in two urban schools. Education and Urban Society, 43(1), 42-72.

Naraian, S. (2010). Disentangling the social threads in a communicative environment: A cacophonous tale of alternative and augmentative communication (AAC). European Journal of Special Needs Education, 25 (3), 253-267.

Naraian, S. (2010). "Why not have fun?" Peers make sense of one inclusive high school program. Intellectual and Developmental Disabilities, 48(1), 14-30.

Naraian, S. (2008). Institutional and self-stories: Investigating peer interpretations of significant disability. International Journal of Inclusive Education, 12(5), 525-542.

Naraian, S. (2008). "I didn't think I was going to like working with him, but now I really do!" Examining peer narratives of significant disability. Intellectual and Developmental Disabilities, 46(2), 106-119.

Danforth, S. & Naraian, S. (2007). Use of the machine metaphor in autism research. Journal of Developmental & Physical Disabilities, 19(3), 273-290.

Srikala Naraian appeared in the following articles:

Include Me In (6/27/2013)

TC at AERA 2013 (4/26/2013)

A Group of TC Faculty Condemns the Release of Teacher Evaluations Based on Student Test Scores (3/8/2012)

New Faces (4/2/2008)