Abstract
This study explored how thirteen veteran teachers grappled with an emerging awareness of the pervasive nature of ableism in education during a professional development series utilizing disability memoir and critical reflection. Grounded in disability studies in education and studies in ableism, this poetic inquiry explored the research question: how does professional development centering ableism and disability memoir support teachers to critically reflect on their beliefs and practices related to inclusion? Findings are shared through polyvocal transcription poems highlighting the conflicts teachers experienced learning about ableism. The poems captured the difficult initial steps on teachers’ journeys towards embracing inclusive mindsets.
| Original language | American English |
|---|---|
| Pages (from-to) | 204-239 |
| Number of pages | 36 |
| Journal | Journal of Disability Studies in Education |
| Volume | 4 |
| Issue number | 2 |
| DOIs | |
| State | Published - 2024 |
ASJC Scopus subject areas
- Education