The authors of this book join a growing number of voices calling for teachers in diverse, inclusive schools to move beyond facilitating social participation in classroom activities and consider ways to intellectually engage ALL learners. They draw on emerging work linking critical theory with disability issues; work being done in curriculum studies around issues of social justice teaching, authentic instruction, service learning, and critical pedagogy; and the movement in the field of special education away from a deficit-driven model of education to an orientation that values students'...