Are Teachers Talking About Disability? An Investigation of Factors Associated With Discussion in Pre-K–12 Classrooms

• In Event: Accepting Responsibility and Reimagining K–12 Educational Spaces

Abstract

Teachers are uniquely positioned to mitigate ableism and address disability in the classroom; however, many hesitate to do so. This silence perpetuates bias and fear and may teach children that difference is negative. This DSE-based study aimed to identify teacher obstacles and facilitators associated with disability discussions in the classroom by surveying PK-12 teachers (n=256). Data reveal 71.9% of our sample currently discuss disability with their students, while 28.1% do not. Most disability-related discussions occur in relation to students’ own learning needs. Findings indicate that internal factors (rather than institutional factors) drive teachers’ choice to discuss disabilities, with teacher comfortability being one influential factor. This research lays the groundwork for pre-service and in-service programming aimed to increase disability-related conversation.

Authors

• Nicole Hansen, Fairleigh Dickinson University

• Christa S. Bialka, Villanova University

• Irene P. Kan, Villanova University

• Ava Schutte Lundell, Villanova University