Preservice Teachers' Conceptions of Disability: The Path From Experiences With Disability to Prospective Teaching Practices

• In Event: Transforming Teacher Education Through an Intersectional Lens

Abstract

This qualitative study based on in-depth interviews with 12 undergraduate preservice general educators describes an anatomy of conceptions of disability. Initially, we examined how participants’ experiences with disability before and during college shaped their conceptions (or understandings) of disability, which in turn influenced the teaching practices they planned to use in the field after completing their program. In subsequent analyses, we found that participants with both rich personal experiences with special education—whether their own or with family or friends—and college experiences providing introduction to varied models of disability were likely to have nuanced conceptions of disability and discuss specific teaching practices for including students with disabilities. Participants with more limited experiences of disability described less specific teaching practices.

Authors

• Kylene Cosand, University of Kansas
  Presenting Author

• Julia Taylor, University of Kansas
  Presenting Author

• Zach A. McCall, University of Kansas
  Presenting Author