Rationalizing Exclusion: Collective Teacher Agency in Constructing Deficit-Oriented Narratives of a Student With Autism

• In Event: AERA Roundtable Session Sunday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Challenging Ableism in Education: Teachers' Beliefs and Practices (Table 7)

Abstract

This paper investigates the complex dynamics of teacher agency within the context of inclusive dual language education. Drawing on a socio-cultural theoretical framework of teacher agency, this study explores how teachers’ actions and decisions shape educational outcomes, particularly regarding one student with autism. Through ethnographic methods including interviews and observations, the research reveals varied teacher attitudes towards inclusion and a prevailing deficit perspective on disability. Despite some individual positive views, collective narratives often justified exclusionary practices. The findings highlight the need for critical reflexivity among educators to challenge internalized norms and foster truly inclusive educational environments for all learners. This study contributes to ongoing discussions on enhancing teacher competence and transformative agency in inclusive bilingual education settings.

Author

• Lingyu Li, Lehman College - CUNY