Bias Blind Spots: Preservice Teachers' Descriptions of Students With Exceptionalities

• In Event: Justice-Oriented Transformations in Preservice Teachers' Field Experiences

Abstract

This study employed qualitative methodology to examine pre-service teachers descriptions of students with exceptionalities during student teaching. Student teachers were asked to reflect upon their student teaching experience and respond to online writing prompts about students who received special education services in their classrooms and other school settings. Pre-service teacher writings were coded according to de-biasing education components to capture the presence or absence of blind spot biases towards ableism when describing students with exceptionalities. This study identified the need for general education teacher preparation programs to implement pedagogical strategies beyond de-biasing education. Innovative experiential learning opportunities will ensure new teachers are prepared to address the needs of diverse learners in inclusive classrooms.

Authors

• Sharon Lynn Bohjanen, St. Norbert College

• Abby Cameron-Standerford, Northern Michigan University

• Tynisha Meidl, Saint Norbert College