New Jersey Social Studies Teachers’ Experiences With a State Mandate to Teach About Disability

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Narratives, Censorship, and Mandates: Examining the Impact of Language, Curriculum, and Policy on U.S. Social Studies Education (Table 10)

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 study expanded on an earlier quantitative study by taking a qualitative interview approach with the aim of learning 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

• Angelica Sendrowski, Seton Hall University

• Marissa Todd, Seton Hall University

• Francesca Violante, Seton Hall University