Infusing Disability Justice in General Education Teacher Preparation Settings: An Imperative for Inclusion

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 1
  In Roundtable Session: Honoring Disability As Identity: Teaching and Teacher Education for Inclusion

Abstract

Over 95% of students with disabilities in the U.S. attend general education or inclusive classrooms (NCES, 2024). However, most teacher preparation programs remain structurally segregated between general and special education tracks. In this study, we aimed to challenge these dynamics by infusing principles of disability justice into a literacy methods course for general education teacher candidates (n = 78) (Berne et al., 2018; Kafer, 2013; Mingus, 2011). Using qualitative data from class discussions and reflective journals, we found that our approach led general education candidates to celebrate disability as an identity, interrogate ableism, and express greater confidence and commitment to inclusive teaching. We offer actionable recommendations for general education programs seeking to move beyond compliance toward justice-centered teacher preparation.

Authors

• Maria Mavrides Calderon, Hunter College - CUNY

• Isabel Mavrides-Calderon, Barnard College