TY - JOUR
T1 - Using Disability Studies in Education (dse) and Professional Development Schools (pds) to Implement Inclusive Practices
AU - Elder, Brent C.
AU - Givens, Lesa
AU - Locastro, Andrea
AU - Rencher, Lisa
N1 - Publisher Copyright: © 2021 Authors.
PY - 2021
Y1 - 2021
N2 - Abstract This article highlights ways in which disability studies in education (dse) and professional development school (pds) partnerships can be used to provide students with disability labels more access to inclusive classrooms. The authors of this qualitative exploratory case study interviewed 16 teacher and administration pds steering committee members to better understand how students with disability labels could be supported through the development and implementation of dse-informed inclusive practices. The findings indicate that instituting proactive communication structures, providing ongoing dse-informed professional development to teachers, administration, and staff, and teachers taking inclusive action increased the number of students with disability labels accessing general education classrooms. These findings, while a work in progress, show how members of one pds steering committee took steps to resist deficit models of disability and questioned traditional segregated approaches to special education at their school.
AB - Abstract This article highlights ways in which disability studies in education (dse) and professional development school (pds) partnerships can be used to provide students with disability labels more access to inclusive classrooms. The authors of this qualitative exploratory case study interviewed 16 teacher and administration pds steering committee members to better understand how students with disability labels could be supported through the development and implementation of dse-informed inclusive practices. The findings indicate that instituting proactive communication structures, providing ongoing dse-informed professional development to teachers, administration, and staff, and teachers taking inclusive action increased the number of students with disability labels accessing general education classrooms. These findings, while a work in progress, show how members of one pds steering committee took steps to resist deficit models of disability and questioned traditional segregated approaches to special education at their school.
UR - http://www.scopus.com/inward/record.url?scp=85171488370&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85171488370&partnerID=8YFLogxK
U2 - 10.1163/25888803-bja10010
DO - 10.1163/25888803-bja10010
M3 - Article
SN - 2588-879X
VL - 2
SP - 113
EP - 135
JO - Journal of Disability Studies in Education
JF - Journal of Disability Studies in Education
IS - 2
ER -