From Deficit to Difference: Understanding the Relationship Between K-12 Teacher Training and Disability Discussion

Principal Investigator(s):  View help for Principal Investigator(s) Christa S. Bialka, Villanova University; Nicole Hansen, Seton Hall University; Irene Kan, Villanova University

Version:  View help for Version V1

Name File Type Size Last Modified
Interview Guide.pdf application/pdf 174 KB 03/11/2024 01:15:PM
Interview Protocol.pdf application/pdf 163 KB 03/11/2024 01:13:PM
ReadMe.pdf application/pdf 118.9 KB 03/11/2024 12:32:PM

Project Citation: 

Bialka, Christa S., Hansen, Nicole, and Kan, Irene. From Deficit to Difference: Understanding the Relationship Between K-12 Teacher Training and Disability Discussion. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2024-03-11. https://doi.org/10.3886/E198927V1

Project Description

Summary:  View help for Summary One major responsibility of K-12 teachers in United States public schools is to meet the needs of disabled students. While many pre-service and in-service teacher training programs present educators with information related to service delivery as outlined in a student’s Individualized Education Program or 504 plan, they rarely address how to talk about disability with all students. This qualitative study examines 50 in-service teachers’ experiences related to disability training and explores the implications of this training on teachers’ disability discussion practices. Findings reveal that teacher training is primarily focused on compliance and “fixing” disability; training and prior experiences affect how teachers define disability; and training affects the framework that teachers use when discussing disability with their students. Based on the findings of this study, we offer recommendations to help programs reimagine training and view disability as a minoritized identity. Results of this study address a significant gap in preparing teachers for disability discussion.
Funding Sources:  View help for Funding Sources This work received funding from Villanova University’s Falvey Library Scholarship Open Access Reserve (SOAR) Fund.

Scope of Project

Subject Terms:  View help for Subject Terms disability; teacher education; professional development; teacher training; social justice
Geographic Coverage:  View help for Geographic Coverage United States of America

Methodology

Data Source:  View help for Data Source Interviews

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Published Versions

V1 [2024-03-11]

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