Unraveling Ableism in a Preservice Teacher Literacy Course: A Mixed Method Analysis

• In Event: Innovative Approaches to Special Education Teacher Preparation

Abstract

Unraveling ableism is necessary within teacher preparation programs. This project aimed to understand teacher candidates’ beliefs regarding literacy instruction for students with disabilities in inclusive settings before and after an intervention package across five sections of an undergraduate special education literacy course, including future elementary general educators, early childhood general educators, bilingual educators, and those seeking a special education minor. Statistically significant findings on the pre- and post- self-efficacy surveys occurred. Teacher candidates reflected on their experiences and growth at the end of the semester, which was analyzed using qualitative methods. One key finding of this study is that ableism is deeply entrenched in the local context and must be unraveled to disrupt the perpetuation of ableism.

Author

• Jessica Ann McQueston, Sam Houston State University