"My Disability Was Treated Like a Big Secret": Understanding the Nature of Disability-Related Discussions in Pre-K–12 Classrooms

• In Event: Sheraton Roundtable Session Eight
  In Roundtable Session: (Re)Conceptualizing Education Grounded in Student Experiences and Perspectives (Table 11)

Abstract

While scholars have cited the importance of disrupting ableism in schools, there is a need for research related to how disabled people were educated about disability during their prekindergarten-12 (PK-12) schooling. In response, this exploratory, survey-based study aims to better understand how disabled individuals (n=83) experienced disability-related discussion during their PK-12 experiences in the US and learn from insights they have for PK-12 teachers. Data indicate that disability discussion is not equivalent to positive discussion, and disability-related discussion increased after the ADA. Participant recommendations include discussing disability rather than staying silent; avoiding stereotypes, doing the work; and drawing on the expertise of disabled people. This research fills a much-needed gap related to raising disability awareness in schools.

Authors

• Christa S. Bialka, Villanova University
  Presenting Author

• Irene P. Kan, Villanova University
  Presenting Author

• Nicole Hansen, Seton Hall University
  Presenting Author

• Danielle Mackintosh, Central Bucks School District
  Presenting Author

• Rebecca Jacobson, Villanova University
  Presenting Author