Reframing Teacher Candidates' Views on Disability Through the Writings of Disabled Authors.
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| Title: | Reframing Teacher Candidates' Views on Disability Through the Writings of Disabled Authors. |
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| Authors: | Krishnan, Sudha1 sudha.v.krishnan@sjsu.edu |
| Source: | Research & Practice for Persons with Severe Disabilities. Mar2024, Vol. 49 Issue 1, p20-35. 16p. |
| Subject Terms: | *Special education, *Cognitive dissonance, *Research methodology, *College teacher attitudes, *Cultural pluralism, *Discrimination against people with disabilities, *Teachers, *Written communication, *Attitudes toward disabilities, Human rights, Interviewing, Descriptive statistics, Thematic analysis |
| Abstract: | This study examines the understandings and beliefs about disability of teacher candidates in a credential program to teach students with extensive support needs and shows how reading first-person narratives by disabled authors in a course influenced these understandings and beliefs. The study used deductive thematic coding to analyze reflective assignments from 21 teacher candidates and semi-structured interviews of seven candidates. Four themes were developed through the coding process including current beliefs, expressing discomfort at disabled authors' experiences, the reflective process, where they made deep connections to personal experiences in their work, family, and community settings, and a resolve to change their teaching practice. The study recommends adding the perspectives of the disabled individual in teacher preparation texts, creating cognitive dissonance in teacher preparation programs as a first step toward changing ableism in the educational system, including veteran teachers in this conversation through university-school partnerships to encourage diversity, equity, and inclusion for all students. [ABSTRACT FROM AUTHOR] |
| Copyright of Research & Practice for Persons with Severe Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This study examines the understandings and beliefs about disability of teacher candidates in a credential program to teach students with extensive support needs and shows how reading first-person narratives by disabled authors in a course influenced these understandings and beliefs. The study used deductive thematic coding to analyze reflective assignments from 21 teacher candidates and semi-structured interviews of seven candidates. Four themes were developed through the coding process including current beliefs, expressing discomfort at disabled authors' experiences, the reflective process, where they made deep connections to personal experiences in their work, family, and community settings, and a resolve to change their teaching practice. The study recommends adding the perspectives of the disabled individual in teacher preparation texts, creating cognitive dissonance in teacher preparation programs as a first step toward changing ableism in the educational system, including veteran teachers in this conversation through university-school partnerships to encourage diversity, equity, and inclusion for all students. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15407969 |
| DOI: | 10.1177/15407969231223931 |
