Causton’s Chapter 1-5 Companion Tool: How to use it

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Welcome to Week 6’s Causton’s Chapter 1-5 Companion Tool!

Causton book cover


Below you will find links to the additional resources for Julie Causton et al. Chapters 1-5 through visual(s)  and guiding questions.
  • The visuals (e.g., graphic organizers or diagrams, or tables) are meant to provide food for thought as it relates to the content of each section and subsections of the chapter in a visual format.
  • The guiding questions are meant to help the reader further critically reflect on the content and the visual(s) message(s)

Each chapter is supported by the following outline:

  1. Heading and/subheading of the section and/or subsections of the chapter with a visual that is illustrative of the content in the chapter;

  2. Guiding Questions for further reflection about the content and the companion thinking and feeling visual(s) about your beliefs and feelings regarding becoming an inclusive elementary teacher along your personal, professional, and programmatic selves. The personal, professional, and programmatic selves come from the field of self-study in teacher education and they define each of these selves the following way: 

    1. Personal:  Positionality, identities, biography, and life experiences over time.
    2. Professional: Professional roles, legal responsibilities, and content and disciplinary area knowledge.
    3. Programmatic: Curriculum, assessment, school-wide policies, and practices, local, state, national and international policies (e.g., Iowa Common Core, Social-Emotional Competencies, Council of Exceptional Children’s Standards, Disability Justice Principles, UNI Teacher Preparation Conceptual Framework, the Convention of the Rights of People with Disabilities and Articles, etc.)

  3. Additional Resources as supplementary reading(s) for your professional development on the themes and topics of the section of the chapter.

The design of these companion tools is framed from an explicitly interdisciplinary and intersectional Disability Studies in Education approach that centers on the following tenets:
  • contextualize [dis/Ability] within political and social spheres;
  • privilege the interest, agendas, and voices of people labeled with disability/disabled[/dis/Abled] people
  • promote social justice, equitable and inclusive educational opportunities, and full and meaningful access to all aspects of society for people labeled with disability/disabled[/dis/Abled] people
  • assume competence and reject deficit models of [dis/Ability along multiple vectors of difference such as race, gender, class, and sexual orientation] (Connor, 2012, para 2).

We hope you enjoy this companion tool for your personal, professional, and programmatic self-development as you begin to transition from a paraprofessional to an inclusive elementary teacher for ALL at their intersections of identities!

Go team, David

Here are the links to the companion resources for the 5 required chapters 


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