The Development of Teacher Agency for Inclusive Education

• In Event: Inclusive Education in Schools

Abstract

Students with extensive support needs continue to be predominantly taught in segregated classrooms and schools. Decades of research documenting positive outcomes of inclusive education has done little to sway the educational system to make advances in inclusive education for this particular groups of students. Irrespective of systems-wide reform efforts, inclusive educational experiences are often reliant upon individual teacher agency and advocacy. This study examines the agency and advocacy development of pre-service and in-service teacher candidates in making changes toward inclusive education. Qualitative analysis reveal teacher candidate perspectives of social justice, historicity of self and environment, relationships, obstacles, and problem-solving as contributors to their capacities to act toward inclusive changes. Implications for research and practice are discussed.

Authors

• Courtney Lane Wilt, The University of Kansas

• Andrea Ruppar, University of Wisconsin

• Heather C Allcock, Providence College

• Amanda L. Miller, University of Kansas

• Mary E. Morningstar, The University of Kansas

• Jennifer Kurth, The University of Kansas

• Samantha Gross Toews, The University of Kansas