Foregrounding Disability: Factors Influencing 6–12 English Language Arts Teachers in Leading Disability-Related Classroom Discussion

• In Event: Sheraton Roundtable Session Six
  In Roundtable Session: Exploring Teachers' Attitudes and Perspectives Toward Ableism and Inclusion (Table 14)

Abstract

Class discussions can work to dismantle societal norms, which gives teachers the power to mitigate ableism by discussing disability as a social identity with their students. However, many teachers refrain from doing so for various reasons. This exploratory, qualitative study explores the factors that influence teachers’ decisions to lead disability-related discussions in 6-12 English classrooms through interviews with 13 in-service English teachers. Findings reveal that disability representation in literature, classroom/school culture, and personal factors influence teachers’ decisions to discuss (or refrain from discussing) disability with their students. Implications include providing teachers with support from professional resources and including disability representation in the curriculum. This research provides a foundation for helping teachers begin to dismantle systemic oppression against disabled individuals. (120 words)

Author

• Rebecca Jacobson, Villanova University
  Presenting Author