Disability studies and inclusive teacher preparation: A socially just path for teacher education

Research output: Contribution to journalArticle

32 Scopus citations

Abstract

This article explores the benefits and challenges of operating an inclusive elementary and special education teacher preparation program within a disability studies framework. How does such a program balance issues of theory and practice? How does it provide students with a critical approach that essentially views disability as a social and cultural category much like race and gender, with a practical approach that attempts to address, remediate or eliminate those conditions that are considered disabling? How is it possible to become a successful professional with a disability studies perspective within a field such as special education that is traditionally based around a deficit model? The article provides recommendations for how such questions might be addressed in teacher education.

Original languageEnglish (US)
Pages (from-to)89-99
Number of pages11
JournalResearch and Practice for Persons with Severe Disabilities
Volume37
Issue number2
DOIs
StatePublished - Jan 1 2012

Keywords

  • Disability studies
  • Inclusion
  • Social model of disability
  • Value-based research

ASJC Scopus subject areas

  • Social Psychology
  • Health Professions(all)
  • Public Health, Environmental and Occupational Health

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