Reimagining Teacher Education: Integrating Disability Justice to Promote Inclusive Education

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Critical Approaches to Reimagining Teacher Education (Table 6)

Abstract

This research explores integrating disability justice into teacher education to promote inclusive education. By centering the voices of disabled teacher candidates, the study addresses the gap in research concerning teacher education for inclusion. This research, conducted with the University of British Columbia's Rural and Remote Education (RRED) Teacher Education Program, employs a Design-Based Research (DBR) approach to iteratively design, test, and refine educational practices. The initial findings highlight the need to change deficit mindsets about disability, adopt strength-based approaches, use appropriate disability language, embed cross-curricular disability justice, and include content about collaborative relationships that facilitate inclusion. This research aims to transform teacher education, making it more inclusive and equitable.

Authors

• Leyton Schnellert, University of British Columbia

• Carly Beth Christensen, University of British Columbia

• Amy Caesar, University of British Columbia

• Andrea Kellaway, University of British Columbia