Can We Talk? The Underdeveloped Dialogue Between Teacher Education and Disability Studies

Can We Talk? The Underdeveloped Dialogue Between Teacher Education and Disability Studies

Despite the possibility for mutual benefit, it seems that the fields of Disability Studies (DS) and teacher education have not communicated and collaborated in deep and meaningful ways. This exploratory study utilized an e-survey of 32 teacher education faculty members in the state of California to...

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Bibliographic Details
Main Authors: Meghan Cosier, Holly Pearson
Format: Article
Language:English
Published: SAGE Publishing 2016-01-01
Series:SAGE Open
Online Access:https://doi.org/10.1177/2158244015626766
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spelling doaj-56df4de370894b0494e7c5d576ac3cf22020-11-25T03:24:41ZengSAGE PublishingSAGE Open2158-24402016-01-01610.1177/215824401562676610.1177_2158244015626766Can We Talk? The Underdeveloped Dialogue Between Teacher Education and Disability StudiesMeghan Cosier0Holly Pearson1Trinity Washington University, DC, USAChapman University, Orange, CA, USADespite the possibility for mutual benefit, it seems that the fields of Disability Studies (DS) and teacher education have not communicated and collaborated in deep and meaningful ways. This exploratory study utilized an e-survey of 32 teacher education faculty members in the state of California to investigate how, if at all, teacher educators were utilizing DS in their curriculum. Results suggested that some teacher educators confuse DS with special education or rehabilitation. Furthermore, many teacher educators in general education teacher preparation programs indicated that disability issues were only covered in one course. The results of this study suggest the need for further meaningful collaboration and communication between the fields of DS and teacher education.https://doi.org/10.1177/2158244015626766
collection DOAJ
language English
format Article
sources DOAJ
author Meghan Cosier
Holly Pearson
spellingShingle Meghan Cosier
Holly Pearson
Can We Talk? The Underdeveloped Dialogue Between Teacher Education and Disability Studies
SAGE Open
author_facet Meghan Cosier
Holly Pearson
author_sort Meghan Cosier
title Can We Talk? The Underdeveloped Dialogue Between Teacher Education and Disability Studies
title_short Can We Talk? The Underdeveloped Dialogue Between Teacher Education and Disability Studies
title_full Can We Talk? The Underdeveloped Dialogue Between Teacher Education and Disability Studies
title_fullStr Can We Talk? The Underdeveloped Dialogue Between Teacher Education and Disability Studies
title_full_unstemmed Can We Talk? The Underdeveloped Dialogue Between Teacher Education and Disability Studies
title_sort can we talk? the underdeveloped dialogue between teacher education and disability studies
publisher SAGE Publishing
series SAGE Open
issn 2158-2440
publishDate 2016-01-01
description Despite the possibility for mutual benefit, it seems that the fields of Disability Studies (DS) and teacher education have not communicated and collaborated in deep and meaningful ways. This exploratory study utilized an e-survey of 32 teacher education faculty members in the state of California to investigate how, if at all, teacher educators were utilizing DS in their curriculum. Results suggested that some teacher educators confuse DS with special education or rehabilitation. Furthermore, many teacher educators in general education teacher preparation programs indicated that disability issues were only covered in one course. The results of this study suggest the need for further meaningful collaboration and communication between the fields of DS and teacher education.
url https://doi.org/10.1177/2158244015626766
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