A Survey of the Use of Disability Studies in Teacher Preparation Programs: Confusion and Misunderstandings

• In Event: Technology Integration in Preservice Teacher Education: Examining Tools and Technology in Preparing to Work With Students With Disabilities

Abstract

Despite the possibility for mutual benefit, it seems that the fields of Disability Studies (DS) and teacher education have not communicated and collaborated in deep and meaningful ways. This exploratory study utilized an e-survey of 32 teacher education faculty members in the state of California to investigate how, if at all, teacher educators were utilizing Disability Studies (DS) in their curriculum. Results suggested that many teacher educators confuse DS with special education or rehabilitation. Furthermore, many teacher educators in general education teacher preparation programs indicated that disability issues in general were only covered in one course. The results of this study suggest the need for further meaningful collaboration and communication between the fields of Disability Studies and teacher education.

Authors

• Meghan Cosier, Trinity Washington University

• Holly Pearson, Chapman University