Experiences of Credential Candidates With Disabilities on the Path to Becoming Teachers

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Transforming Teacher Education for Radical Inclusive Education

Abstract

This paper analyzes surveys and interviews of teacher credential candidates with disabilities, as researchers seek to understand how they navigate program requirements on the path to becoming a teacher. Using a social model of disability
theory, we examine systems that provide access or barriers to aspiring teachers with disabilities, and discuss approaches to creating inclusive teacher education programs.

Authors

• Erin H. Whitney, California State University - Chico

• Tal Slemrod, California State University - Chico

• Karen H Schreder, California State University, Chico