Critically Thinking About Disability: Portrait of an Introductory Special Education Course

• In Event: Critical Thinking About Special Educator Preparation and Teacher Learning

Abstract

This paper argues that teaching critical thinking skills in introductory special education coursework can expand pre-service teacher candidates’ understanding of the meaning and nature disability. This paper first provides a portrait of special education-based pedagogical activities that promote critical thinking. Students considered their future teaching practices and contextual applications to promote diversity within schools and society. Second, findings are reported from a practitioner inquiry. Using pre– and post– assessments of student writings from three waves of courses, evidence of students enhanced critical thinking skills will be demonstrated. The power of critical engagement and reflection are portrayed as essential skills not only for the foundational years of undergraduate study, but also teacher training, and practices as future teachers.

Author

• Sarah M Hart, University of Hartford