Flipping the Script: Understanding the Impact of Disability-Related Teacher Training on Disability Conversation

• In Event: Supporting Learners With Dis/Abilities and Inclusive Education

Abstract

One major responsibility of K-12 teachers is to meet the needs of students with disabilities. However, many training programs and professional development sessions in the United States present disability through a deficit-oriented lens: the focus is on how to “fix” or “correct” behaviors deemed non-normative. This exploratory, qualitative study examines 52 in-service teachers’ experiences related to disability training, and it explores the implications of this training on teachers’ practices. Findings reveal that disability training and teachers’ understanding of disability are centered on compliance. Implications for practice include teachers being fearful of saying the “wrong thing” when discussing disability, viewing disability as taboo, and maintaining privacy concerns related to disability discussion. This research lays the groundwork for reimagining disability-related teacher training.

Authors

• Christa S. Bialka, Villanova University

• Nicole Hansen, Seton Hall University

• Irene P. Kan, Villanova University

• Danielle Mackintosh, Central Bucks School District

• Ava Schutte Lundell, Villanova University

• Rebecca Jacobson, Villanova University