Secondary Social Studies Teachers' Attitudes and Practices When Teaching About Disability History

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Exploring Neglected Narratives and Racial Literacies: Social Studies Teachers' Beliefs and Practices (Table 21)

Abstract

In social studies classrooms in the United States, K-12 students are taught about the contributions of figures who have pioneered for change and worked to create a more just society. While disabled leaders are responsible for significant changes in American civil rights, disability history is rarely taught in schools. To effectively teach for social justice, teachers must address the historical marginalization of disabled individuals as well as the advocacy these individuals have demonstrated. To that end, this exploratory survey-based study sets out to learn more about social studies teachers’ attitudes, perceptions, and practices related to teaching about disability history.

Authors

• Nicole Hansen, Seton Hall University

• Christa S. Bialka, Villanova University

• Teresa G. Wojcik, Villanova University