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2020 Annual Conference

du 14 au 17 April 2020

Use this tool to see the schedule for breakout sessions and roundtables, along with details about the session topic. Please note that this is a schedule of presentations and roundtables only, not the full conference schedule. 

Search by Person (alphabetical by first name), Keywords, Date/Time, or Presentation Type (Breakout or Roundtable).

Disability Studies Education: Bridging theory and practice in an alternative certification general education teacher preparation program

mercredi 15 avril 2020 à 10:00–11:00 PDT
Baker
Keywords (required)

inclusion, disability studies education, teacher education, organizational collaboration, social justice teacher education

Presentation Type

Presentation/concurrent session

Presentation Category
Curriculum Instruction
Application and Instruction
Instruction in the Classroom
Short Description

Alternative routes to teacher certification are increasingly turning toward social justice frameworks to better prepare teachers for diverse classrooms.  While there is variance in how programs take up notions of teaching for social justice, concepts such as restructuring program requirements to include community engagement and reforming program curricula to examine systems of oppression, are gaining recognition in teacher preparation oriented toward social justice. However, the concept of disability remains critically absent from conversations on social justice teacher education, and when present, disability tends to be positioned as a special education concern rather than an aspect of diversity and equity. This study focuses on a disability studies in education (DSE), practice-based, pilot course implemented in a social justice-oriented alternative certification teacher education program, collaboratively designed by stakeholders from general education, special education, a local disability rights organization, and the state Governor’s Office of the Education Ombuds. Drawing on sociocultural theory and disability studies, the study investigates experiences and perspectives of 20 general education teacher participants enrolled in the pilot course. Findings suggest that the course mediated teachers’ exploration of disability history and identity and enabled them to begin reconceptualizing theories of normality. Additionally, findings reveal the courses’ practice-based approach created opportunities for connecting research with practice and supported teachers in reorienting their practices toward inclusion and equity. The purpose of this presentation is to share emerging research on including DSE in an alternative teacher education program and help inform policy makers involved with reforming and advancing alternative routes to certification.

Target Audience
IHE-based Program Administrators
State Agency Administrators
Alternative Leadership Preparation Programs
Faculty
Interns/New Teachers/Residents

Lead Presenter

Boris Krichevsky, Boris Krichevsky
Organization

University of Washington College of Education

Additional Presenters

Sarah Arvey, Sarah Arvey
Organization

University of Washington College of Education

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