Inclusive Literacy Teacher Preparation: A Critical Special Education Analysis of the International Literacy Standards

• In Event: AERA Roundtable Session Thursday 2:15 pm
  In Roundtable Session: Cripping Teacher Education: Unforgetting Histories and Co-Constructing Inclusive Futures

Abstract

This study critically analyzes the International Literacy Association’s Standards for the Preparation of Literacy Professionals (2017) to evaluate alignment with inclusive literacy pedagogy. Drawing on a critical special education framework, this analysis interrogates how the standards and suggested professional roles and competencies support inclusive literacy practices, how they may hinder such efforts, and what inclusive elements may be absent.Through qualitative document analysis, the study identifies contradictions between inclusive language and the continued reinforcement of segregated roles for general and special educators. Findings highlight the need to revise professional standards and teacher preparation curricula to reflect a unified, equity-driven vision for inclusive literacy instruction.

Authors

• Kara G. Hollins, Teachers College, Columbia University

• Sarah L. Schlessinger, New York University