Toward a Fully Inclusive Practice: Unpacking Disability-Based Curriculum

• In Event: 58.051 - The Diversity of Exceptional Learners: Inclusive and Innovative Practices

Abstract

While diversity is often discussed in elementary and secondary classrooms as it relates to race or class, disability-specific curriculum is sporadic or non-existent. This gap in existing literature and related practice leaves teachers in a lurch, as the design and implementation of this disability-based curriculum (DBC) can prove both vague and overwhelming. This exploratory, qualitative study investigates what, why, and how teachers plan and execute DBC. It highlights the experiences of and resources cultivated by 7 in-service teachers across a variety of grade levels and disciplines. The results of this study have direct significance in informing the necessary construction of DBC.

Authors

• Christa S. Bialka, Villanova University

• Gina Mancini, Villanova University