Unpacking the Tenets of Disability Studies in Education: Evidence From Classroom Assessment

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

Abstract

Baglieri and Bacon (2020) identified three Disability Studies in Education (DSE) tenets: “conceptual commitment to social models of disability, commitment to critical perspectives on justice and equity, and desire to locate disability as a productive site of inquiry in its potential to contribute to affirmative group and individual identities” (p. 2). We investigated how DSE tenets appeared in classroom assessments and gathered examples of assessments that reflect inclusive pedagogies. 10 English Language Arts (ELA) teachers contributed task instructions and grading criteria that were subsequently reviewed by eight DSE scholars. We presented operationalized definitions for the tenets and offered tangible ways ELA teachers embedded them into assessments. Teachers and teacher educators can use these findings to promote DSE in K-12 classrooms.

Authors

• Ashley Pollitt, The College of New Jersey
  Presenting Author

• Nicole Barnes, Montclair State University
  Presenting Author