Does Reading Fiction About Individuals With Disabilities Prepare Preservice Teachers to Conduct Disability-Related Conversations?

• In Event: 21.028 - Teaching and Learning Together: Preparing Preservice Teachers Toward Inclusive Practices

Abstract

Though numerous studies examine the attitudes of pre-service teachers (PSTs) toward inclusion and students with disabilities, scant research exists on how to prepare prospective teachers to discuss disability with their future students. This gap in existing literature leaves teacher educators without the evidence base necessary to prepare PSTs to conduct disability-related discussions with their future students. In response, this qualitative study explores the question: How, if at all, does reading fiction about individuals with disabilities prepare pre-service teachers to conduct disability-related conversations? The results of this study provide insight into the ways that PSTs (and teacher educators) can disrupt the apprenticeship of observation through meaningful assignments that promote inclusion.

Authors

• Nicole Hansen, Fairleigh Dickinson University

• Christa S. Bialka, Villanova University

• Sarah Jin Wong, Bryn Athyn College of the New Church