Disability Studies and Behavioral Science in Teacher Education: Preparing Future Teachers to Serve in Inclusive Classrooms

Disability Studies and Behavioral Science in Teacher Education: Preparing Future Teachers to Serve in Inclusive Classrooms

Marilyn Keller, Ambra E. Sherrod
Copyright: © 2024 |Pages: 22
DOI: 10.4018/979-8-3693-0163-0.ch006
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Abstract

This chapter positions inclusive education as an important site for teacher education reform. The need to prepare all teachers for a role in educating students with autism spectrum disorder and other disabilities is evident by the growing population of students receiving special education services in general education classrooms. In the chapter the authors explore integration of disability studies and applied behavioral analysis into teacher education programs. Integrating disability studies into teacher preparation coursework can work to shift attitudes about disability and student learning. Applied behavioral analysis coursework can shift perspectives of the nature of behavior and prepare teachers to address behavior problems. The authors make recommendations for how to integrate these two disciplines into program coursework.
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Autism, Neurodiversity, and Equity in Professional Preparation Programs

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Disability Studies In Education And Teacher Preparation Programs

In recent years the agenda for special education has become one of inclusive education, deeming the placement of students in physical spaces non-disabled peers, and access to general curriculum as a rationale for appropriate education. Disability studies scholars who are vetted in the field of education have called to question teacher preparation for inclusion, stating that the special/general education divide does not adequately prepare teachers to provide inclusive education (Florian, 2019; Pugach, 2020). The separated nature of special education and general education teacher preparation assumes that the responsibility of educating students with disabilities lies exclusively with the special education teacher. This section on disability studies in education (DSE) covers the integration of critical disability scholarship into teacher preparation programs for the purpose of broadening understandings of disability as a social construct for all prospective teachers. Transforming beliefs about the nature of disability

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