Getting Disability Studies Into the Hands (and Heads) of Preservice Teachers

• In Event: Roundtable Session 11
  In Roundtable Session: Preparing Disability Practitioners: Policy Implications

Abstract

It is the authors’ contention that the public good is served and education is improved when teachers understand that educational contexts are socially constructed and the social meaning and material consequences of dis/Ability are examined. This paper uses a Disability Studies theoretical framework to examine preservice teachers' archival work from five sections of an Introduction to Special Education course. Initial qualitative analysis found three overarching themes: 1) preservice teachers acknowledged students with disabilities and their families were complex and valuable resources, 2) preservice teachers showed a shift in their views and attitudes such as questioning constructs of normalcy, 3) preservice teachers gained an understanding that their role included being inclusive advocates. A discussion follows.

Authors

• Janet S. Sauer, University of Colorado - Colorado Springs

• Christi R. Kasa, University of Colorado - Colorado Springs