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Including Inclusion in Teacher Education: A Collaborative Self-Study

Sun, April 15, 2:45 to 4:15pm, Sheraton New York Times Square, Second Floor, Metropolitan East Room

Abstract

This self-study examines our integration of boundary-pushing concepts from the field of Disability Studies in Education (DSE) into traditional technical teacher education programs. We centered our investigation on two crucial questions: 1) How and why did we include DSE frameworks in our teacher education courses? And, 2) what were our experiences in doing so? Through personal narratives, we reflected on including DSE frameworks as vulnerable doctoral students and adjunct instructors in three different teacher education programs. Studying our practices collaboratively, we gained insight into developing curricular agency and negotiating tensions within established institutional expectations.

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