Preparing Preservice Teachers to Navigate Between Special Education and Disability Studies
Main Article Content
Keywords
Disability Studies, Special Education, Teacher Preparation
Abstract
The field of Disability Studies in Education (DSE) has been critiqued as failing to bridge or make explicit how DSE theory is translated into educational practice. This qualitative autoethnography study uses examples from the classroom to explore how teacher preparation programs can prepare preservice teachers to translate DSE theory into practice within traditional Special Education settings.
Preparing Preservice Teachers to Navigate Between Special Education and Disability Studies by Amy Petersen is licensed under a Creative Commons Attribution 4.0 International License. Based on a work at https://rdsjournal.org. Permissions beyond the scope of this license may be available at https://www.rds.hawaii.edu.
References
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Skrtic, T. (1995). Disability and democracy: Reconstructing (special education) for postmodernity. New York: Teachers College Press.
Skrtic, T. (2004). The special education paradox: Equity as the way to excellence. In D. Gallagher (Ed.) Challenging orthodoxy in special education: Dissenting voices. Denver, CO: Love Publishing Company.
Smith, T. J. (1997). Storying the moral dimensions of disordering: Teacher inquiry into the social construction of severe emotional disturbance. Paper presented at the American Educational Research Association, Chicago, IL.
Waitoller, F. R., & Kozleski, E. B. (2013). Working in boundary practices: Identity development and learning. Teaching and Teacher Education, 31, 35–45.
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Berger, P. T., & Luckman, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. Garden City, NY: Anchor Books.
Brantlinger, E. (2005). 8 Slippery shibboleths: The shady side of truisms in special education. In S. L. Gabel (Ed.), Disability studies in education: Readings in theory and method (pp. 125–138). New York, NY: Peter Lang.
Collins, P. H. (2000). Black feminist thought. New York: Routledge.
Connor, D. (2016). Analyzing school cultures and determining dynamics to enact co-teaching from a disability studies perspective. In M. Cosier & C. Ashby (Eds.), Enacting change from within: Disability studies meets teaching and teacher education (pp. 221–242). New York, NY: Peter Lang Publishing.
Cosier, M. C., & Ashby, C. (2016). Enacting change from within: Disability studies meets teaching and teacher education. New York, NY: Peter Lang Publishing.
Danforth, S. (2016). How to have hope while waiting for the disability revolution. In M. C. Cosier & C. Ashby (Eds.), Enacting change from within: Disability studies meets teaching and teacher education (pp.ix–xi). New York, New York: Peter Lang Publishing.
Ellis, C., & Bochner, A. P. (2000). Autoethnography, personal reflection, reflexivity: Research as subject. In N. K. Denzin & Y. S. Lincoln (Eds.) Handbook of Qualitative Research (pp. 733–768). Thousand Oaks, CA: Sage Publications.
Gabel, S. L. (2005). Disability studies in education: Readings in theory and method. New York: Peter Lang Publishers.
Gallagher, D. J. (1995). In search of the rightful role of method: Reflections on conducting a qualitative dissertation. In T. Tiller, A. Sparkes, S. Karhus, & F. Dowling Naess (Eds.), The qualitative challenge: Reflections on educational research (pp. 17–35). Norway: Casper Forlong.
Gallagher, D. J. (2004). Challenging orthodoxy in special education: Dissenting voices. Denver, CO: Love Publishing Company.
Gallagher, D. J. (2005). Searching for something outside of ourselves: The contradiction between technical rationality and the achievement of inclusive pedagogy. In S. L. Gabel (Ed.), Disability studies in education: Readings in theory and method (pp. 139–154). New York, NY: Peter Lang.
Heroux, J. R. (2017). Best practices infusing disability studies within special education: A personal story. Review of Disability Studies: An International Journal, 13(1), 1–11.
Iano, R. P. (1990). Special education teachers” Technicians or educators?. Journal of Learning Disabilities, 23(8), 462–465. doi.org/10.1177/002221949002300802
Iano, R. P. (2004). The study and development of teaching: With implications for the advancement of special education. In D. Gallagher (Ed.), Challenging orthodoxy in special education: Dissenting voices (pp. 65–85). Denver, CO: Love Publishing.
Liebow, E. (1967). Tally’s corner: A study of negro streetcorner men. New York: Rowman & Littlefield Publishers, Inc.
Lim. L., Thaver, T., & Poon, K. (2008). Adapting disability studies within teacher education in Singapore. In S. L. Gabel & S. Danforth (Eds.), Disability & the politics of education (pp. 483–597). New York, NY: Peter Lang.
Skrtic, T. (1995). Disability and democracy: Reconstructing (special education) for postmodernity. New York: Teachers College Press.
Skrtic, T. (2004). The special education paradox: Equity as the way to excellence. In D. Gallagher (Ed.) Challenging orthodoxy in special education: Dissenting voices. Denver, CO: Love Publishing Company.
Smith, T. J. (1997). Storying the moral dimensions of disordering: Teacher inquiry into the social construction of severe emotional disturbance. Paper presented at the American Educational Research Association, Chicago, IL.
Waitoller, F. R., & Kozleski, E. B. (2013). Working in boundary practices: Identity development and learning. Teaching and Teacher Education, 31, 35–45.
Walker, D., & Nocon, H. (2007). Boundary-crossing competence: Theoretical consideration and educational design. Mind Culture and Activity, 178–195. doi.org/10.1080/10749030701316318
Young, K., & Mintz, E. (2008). A comparison: Difference, dependency, and stigmatization in special education and disability studies. In S. L. Gabel & S. Danforth (Eds.), Disability & the politics of education (pp. 499–511). New York, NY: Peter Lang.