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Abstract
Disability identity development is an important part of the experience of people with disabilities. Participation in disability community activism and advocacy for the goals of the disability community is related to self-advocacy and plays a fundamental role in shifting individuals’ views of themselves and their disabilities. This article explores a political disability identity conceptual framework and provides recommendations for teachers to develop an understanding of disability in school focused on self-worth and pride; awareness of discrimination, common cause within the disability community, and policy alternatives; and engagement in political action.
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