Reading literature about disabled children and adolescents

A window into pre-service teachers’ emerging understanding of disability

Bibliographic Data

ID21494484
AuthorsNicole Hansen (0000-0001-9888-4550, Fairleigh Dickinson University, corresponding author), Christa S Bialka (0000-0001-8846-4384, Villanova University), Sarah Jin Wong (0000-0002-4903-9534, Bryn Athyn College)
Year2023
Volume49
Issue4
Pages724-738
Publication date2023-08-08
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Education for Teaching International Research and Pedagogy (JOURNAL)
Journal identifiersISSN: 0260-7476 • E-ISSN: 1360-0540
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02607476.2022.2126750
OpenAlexW4296703129
LanguageEN
Citations received1
References cited24

Teachers play a key role in fostering a positive view of disabilities by facilitating classroom conversations that promote awareness, understanding, and acceptance of human differences. However, research has indicated that many teachers are reluctant to talk about disabilities with their students because they are unsure of what to say or fear offending disabled students. Embedding disability studies in education perspectives into teacher preparation coursework can encourage future educators to critically analyse issues related to disability as well as to become more conversant in issues surrounding disability. This qualitative study of pre-service teachers (PSTs) in the United States characterises PSTs’ emerging understanding of disability by analysing an assignment in which PSTs read and critically analyse fiction about a disabled character. This study provides insight into areas of PST growth as well as areas where continued development is necessary

Coursework · Developmental psychology · Mathematics education · Pedagogy · Qualitative research · Sociology · Special education · Disability Education and Employment · Disability Rights and Representation · Inclusion and Disability in Education and Sport · Psychology · Social Psychology