2011 TC Research
Teachers College, Columbia University
Teachers College Columbia University

Research

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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.

Selected Publications

Naraian, S. (in press). Love's labor lost: Emotional agency in a school worker's story of family advocacy. Submitted to International Journal of Qualitative Studies in Education.

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

Naraian, S, & Oyler, C. (Prepublished online March 15, 2013). Professional development for special education reform: Re-articulating experiences of urban educators. Urban Education.

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)