Disability Studies Education: Bridging Theory and Practice in a General Education Teacher Preparation Program

• In Event: Moscone Center West Roundtable Session 2
  In Roundtable Session: Beyond Inclusion: Disability Studies and Special Education for Social Justice

Abstract

Teacher education programs are increasingly turning toward social justice frameworks to better prepare teachers for diverse classrooms. While there is variance in how programs take up notions of teaching for social justice, the concept of disability remains critically absent from social justice education conversations. Additionally, disability is often positioned as a special education concern rather than an aspect of diversity and equity. This study explores the integration of disability studies in education in an alternative route to teaching certification program, and investigates the experiences and perspectives of 20 inservice general education teachers. Findings suggest that coursework and fieldwork driven by disability identity and history content allowed teacher-participants to reconceptualize theories of normality and reorient teaching practices toward inclusion and equity.

Authors

• Sarah Arvey Tov, University of Washington - Seattle

• Boris Krichevsky, University of Washington - Seattle