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April 2017 | Volume 74 | Number 7
Differences, Not Disabilities
How does a student who faces major obstacles to accessing the curriculum make it to Harvard? By developing the right learning strategies.
Sixteen years ago, I began teaching at Harvard University after a 30-year career as a special education teacher and administrator. Although I was teaching courses on inclusive education, I was surprised by the number of students with disabilities in my classes, sometimes approaching 20 percent. I had been a doctoral student at the school a decade before and could only recall one student with a disability attending Harvard at that time.
I was pleased with this change, of course, since improving educational opportunity was the focus of my career. Obviously, the work of educators and families in this regard was bearing fruit. Indeed, one of the most significant accomplishments of the U.S. education system has been the increasing numbers of students with disabilities attending higher education.
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