Anti-Ableism in Teacher Education: Disability Studies in Education Through Curriculum and Classroom Practice

• In Event: Developing and Sustaining Anti-Oppressive, Antiracist, and Anti-Ableist Teachers

Abstract

Disability remains widely undiscussed as a social justice issue in schools and teacher education programs. In this study, we utilized learning resources by disabled youth and activists to inform a Disability Studies in Education (DSE) course. The course was part of an alternative route teacher education program focused on social justice. We conducted a two-year qualitative study with in-service teachers in the program. Findings from our study suggest that teachers experienced shifts in their beliefs about disability that informed classroom practice and curriculum. Interestingly, there was a marked difference in the use of DSE-inspired curriculum based on prior classroom experience. In this session we will explore the importance of scaffolding DSE materials to support teachers with varying teaching experience.

Authors

• Sarah Arvey Tov, University of Washington - Seattle

• Boris Krichevsky, University of Washington - Seattle