Inclusive Education as Democratic Negotiation: Contradictions and Communion in (Re)Constructing Practice

• In Event: Roundtable Session 9
  In Roundtable Session: Becoming a Disability Studies in Education (DSE) Scholar and Teacher: The Benefits of Adopting a DSE Philosophy

Abstract

Viewed critically, inclusive education is an egalitarian social movement advancing democratic access to educational opportunity and participation for all marginalized and minoritized people. In this constructivist study, we sought to understand the nature and effects of an experimental special education course for pre-service general educators on their constructions of student disability and inclusive education. Drawing on a critical conception of inclusive education and cultural-historical activity theory, we used the study’s constructivist methods to engage instructors and students in reflexive dialogues about course content and teaching practices during the course. We found that students’ K-12 experiences negatively shaped their constructions of disability and inclusive education, and the course changed them by modeling inclusive, democratic practice through reflexive dialogues.

Authors

• Margaret R. Beneke, The University of Kansas

• Thomas M. Skrtic, The University of Kansas

• Chunlan Debbie Guan, The University of Kansas

• Sorcha D Hyland, The University of Kansas

• Zhe An, The University of Kansas

• Turkey Khalaf Alzahrani, The University of Kansas

• Hatice Uyanik, University of Kansas

• Hailey Love, University of Kansas

• Jennifer Marie Amilivia, The University of Kansas