Towards Critically Inclusive Teacher Education: Fostering Critical Perspectives of Dis/ability amongst Preservice Teachers

• In Event: Subversive Pedagogies and Critical Special Education in an Era of Surveillance and Silencing

Abstract

Purpose
Perspectives of dis/ability are underrepresented in teacher education (Lukins et al., 2023; Zepp et al., 2022). Teacher education programs frequently usher pre-service and in-service teachers into the medical model of dis/ability, with little to no dialogue or analysis of alternative models and perspectives (Cosier & Pearson, 2016; Freedman et al., 2019; Lukins et al., 2023). This leaves educators with the singular notion that dis/ability is an impairment that needs to be remedied (Lukins et al., 2023). The purpose of this study was to explore preservice teachers’ emerging perspectives on dis/ability.

Theoretical Framework
The design of this study was informed by the tenets of DisCrit theory (Annamma et al., 2022; Fenton et al., 2016). Tenet one, in particular, guided the design of the study. Tenet one emphasizes the ways in which racism and ableism overlap to uphold notions of normalcy (Fenton et al., 2016). By exploring preservice teachers’ perspectives of dis/ability, the study sought to examine how existing notions of dis/ability and teacher education programs may be perpetuating racism and ableism.

Methods
The study employed thematic analysis, a qualitative method “for identifying, analyzing, and reporting patterns (themes) within data” that describes a data set “in rich detail” (Braun & Clarke, 2006, p. 79). An inductive, three-level approach to thematic analysis was employed so that any identified themes were most strongly linked to the data (Braun & Clarke, 2006; Patton, 1990).

Data Sources
Data included 45 preservice teachers’ written coursework assignments and discussion forums exploring their perspectives of dis/ability.

Results
Preservice teachers’ emerging perspectives of dis/ability included embracing the social model of dis/ability and intersectionality, critiquing and shifting away from deficit-based views, and committing to continued introspection and critical inclusivity.

Significance
There is a critical need for teacher education to expand educators’ critically inclusive perspectives on dis/ability (Baglieri & Lalvani, 2019; Zepp et al., 2023). Better understanding preservice teachers’ perspectives of dis/ability provides an opportunity to better inform teacher education coursework and to reimagine teacher education by developing critically inclusive coursework and programs of study. Developing teachers’ perspectives of dis/ability through exposure and understanding of a variety of models of dis/ability allows teachers to begin to critically analyze concepts of dis/ability as well as the educational system as a whole (Lukins et al., 2023).

Authors

• Kayla Larkin, University of Memphis

• Vanessa Lopez, University of Miami