Practicing What We Teach: The Benefits of Using Disability Studies in an Inclusion Course

• In Event: Practicing Disability Studies in Education, Acting Toward Social Change

Abstract

Objectives or purposes

I describe how a course on Inclusive Education that I have taught for fifteen years has changed and evolved, largely through my interaction with—and adoption of—disability studies (DS) to inform readings, practices, assignments, and assessments. In brief, I provide evidence of how utilizing DS can serve to sharpen the long standing and arguably blunted debates on inclusion that continue to persist within the field of special education.

Perspective(s) or theoretical frameworks

The overarching framework of this research involves practicing Universal Design for Learning (UDL) (Burghstahler & Cory, 2008) within an inclusive course. The framework is primarily informed by DS and DSE emphasizing their compatibility with inclusive education as part of a wider movement involving advocating social justice for historically marginalized groups (author & associates, 2012). In addition, the UDL framework is also grounded in practitioner-based theories about how to create and maintain classrooms in which all students can grow academically and socially (Sapon-Shevin, 2003; Tomlinson, 2011). The question I seek to answer is: How can DS/DSE be utilized to engage teacher candidates in building their knowledge about and skills toward supporting inclusive education?

Methods, techniques, or modes of inquiry

By describing the architecture of the course, I highlight how an unexpected engagement with history and theory provided by DS and DSE serves to inform students about the important skills they must build in: challenging stereotypes; working with parents; planning and delivering instruction; assessing a class of diverse learners; managing classrooms; selecting responsible curricula; and constantly striving toward Universal Design for Learning.

Data sources, evidence, objects, or materials [equivalent information]

This paper features data from a variety of sources including: commercial videos, instructor made materials, student responses to assignments, personal observations, anecdotes of students, and personal reflections on foregrounding inclusive pedagogy used within class.

Results and/or substantiated conclusions or warrants for arguments/point of view

While fully accepting the limited impact of one class, I argue that a DS/DSE-informed course can still have a profound impact upon students in terms of them initially self-evaluating and then re-evaluating their understanding of disability in general. In sum, this class helps to challenge many assumptions and misconceptions about teaching students with and without disabilities in inclusive settings. Student statements provide insights into their dispositions toward all aspects of teaching, including the issues and concerns they struggle with as future inclusive educators.

Scientific or scholarly significance

By looking at one course in depth, I document ways in which DS/DSE is useful in supporting educational practices—countering the charges of several high profile special educator scholars who caution educators that DS/DSE as ideological, impractical, and dangerous (Anstasiou & Kauffman, 2011). Furthermore, I urge that DS/DSE has a body of sources that contribute to understanding inclusive education as a political issue part of a larger broad-based social justice movement.

Author

• David J. Connor, Hunter College - CUNY