Critically Thinking About Disability in Introductory Special Education Coursework

• In Event: Marriott Roundtable Session 12
  In Roundtable Session: Preparing and Retaining Transformative Special Education Teachers

Abstract

This paper argues that teaching critical thinking skills in introductory special education coursework can expand pre-service teacher education candidates’ understanding of disability. First, special education-based pedagogical activities used to promote critical thinking are described. Second, findings are reported from 2 waves of critical thinking assessment data. Data are taken from 2 writing assignments from the start and end of class and assessed by students and instructor using a critical thinking rubric. A multifaceted and personally relevant understanding of disability is demonstrated through student writings, which impacted the foundations of their early undergraduate study as well as pre-service teacher training. Lastly, implications of these findings are shown to promote more nuanced understandings of disability, thus enlivening notions of diversity altogether.

Author

• Sarah M Hart, University of Hartford