Critical Dispositions: Classroom Approaches Fostered by the Integration of Disability Studies in Teacher Education

• In Event: Disability Studies in Education Frameworks for Rethinking Policy and Practice in Education, Higher Education, and Communication Supports

Abstract

This session will highlight a collective case study that was conducted with five novice secondary inclusion teachers after completing a teacher preparation program that was influenced by the field of disability studies in education. Interviews, observational field notes, and documents were analyzed using the integration of case study and grounded theory analysis. Results showed that this form of preparation cultivated “critical dispositions,” meaning that the participants demonstrated tendencies toward deconstructing and addressing educational issues they encountered through their use of various critical analysis skills, particularly around the inclusion of students with disabilities. The participants’ adherence to their DSE-influenced critical dispositions and the forms of change that are possible for novice teachers to engage in contribute to gaps in scholarly conversations.

Author

• Eileen T Radigan, Monroe Community College