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Reframing Teacher Preparation and Praxis Through Disability, Culture, and Teacher Identity
Fri, April 10, 1:45 to 3:15pm PDT (1:45 to 3:15pm PDT), JW Marriott Los Angeles L.A. LIVE, Floor: 4th Floor, Diamond 3Session Type: Paper Session
Abstract
This session explores how teachers’ identities, professional histories, and preparation experiences shape inclusive educational practices. Presenters investigate the intersections of race, dis/ability, and neurodivergence in teacher development, highlighting systemic barriers and opportunities for transformation in global and local settings. These studies illuminate the need for historically conscious, culturally responsive, and disability-affirming approaches to teacher education and practice.
Sub Unit
Papers
Lives of Neurodivergent Teachers - Ilene Ivins, Alder Graduate School of Education; Cindy Parks, University of California - Davis; Laurel E. Towers, University of California - Davis; Lauren Lindstrom, University of California - Davis
Examining Global Discourses of Dis/Ability and Race in Teacher Praxis Research - Nahid Husain-Habib, University of Illinois Chicago; David I. Hernandez-Saca, University of Northern Iowa; Dona Dinithi Ferdinando, University of Northern Iowa
Unprepared and Overwhelmed: Gaps in Teachers' Self-Efficacy for Multilingual learners with Disabilities - Jocelyn Belden, Georgia State University
Preparing for Inclusive Futures: Reimagining Special Education Teacher Preparation with Culturally and Linguistically Responsive Tools - Cametreus Clardy, University of Florida
Unforgetting Disability Histories: Mapping Teachers’ Professional Histories for Historical Consciousness - Marie Wagner, Rockhurst University