Understanding Preservice Teachers' Conceptualizations of Disability and Inclusion Through Visual Representations

• In Event: 79.050 - MTCC Roundtable Session 36
  In Roundtable Session: 79.050-4 - Breaking Through Barriers: Rethinking Teacher Preparation Work With Students With Special Needs

Abstract

Teacher education programs seldom ask preservice teachers’ (PSTs) to consider how their conceptualizations of disability impact creating inclusive teaching and learning experiences. Programs focused on diagnoses and generic accommodation strategies are of limited value in helping PSTs navigate the dissonance in conceptualizing disability, inclusion, and how they are integrated within repertoires of practice. This study examined how external representations could help PSTs surface tensions, convergences, and divergences of their conceptualizations of disability and inclusion. Using data from 92 students in a teacher education course at a Western Canada university, we share themes and trends of PSTs’ representations and how their perspectives evolved over time.

Authors

• Chris Ostrowski, University of Calgary

• Man-Wai Chu, University of Calgary

• Jennifer Lock

• Miwa Takeuchi, University of Calgary