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Developing Simulation Materials to Support Teacher Anti-Racist and Anti-Ableist Practice During IEP Meetings: Supporting General Educator Collaborative Practice

Developing Simulation Materials to Support Teacher Anti-Racist and Anti-Ableist Practice During IEP Meetings: Supporting General Educator Collaborative Practice

Ebony Perouse-Harvey
Copyright: © 2023 |Pages: 23
ISBN13: 9781668486511|ISBN10: 1668486512|ISBN13 Softcover: 9781668486559|EISBN13: 9781668486528
DOI: 10.4018/978-1-6684-8651-1.ch005
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MLA

Perouse-Harvey, Ebony. "Developing Simulation Materials to Support Teacher Anti-Racist and Anti-Ableist Practice During IEP Meetings: Supporting General Educator Collaborative Practice." Advocating and Empowering Diverse Families of Students With Disabilities Through Meaningful Engagement, edited by Millicent M. Musyoka and Guofeng Shen, IGI Global, 2023, pp. 78-100. https://doi.org/10.4018/978-1-6684-8651-1.ch005

APA

Perouse-Harvey, E. (2023). Developing Simulation Materials to Support Teacher Anti-Racist and Anti-Ableist Practice During IEP Meetings: Supporting General Educator Collaborative Practice. In M. Musyoka & G. Shen (Eds.), Advocating and Empowering Diverse Families of Students With Disabilities Through Meaningful Engagement (pp. 78-100). IGI Global. https://doi.org/10.4018/978-1-6684-8651-1.ch005

Chicago

Perouse-Harvey, Ebony. "Developing Simulation Materials to Support Teacher Anti-Racist and Anti-Ableist Practice During IEP Meetings: Supporting General Educator Collaborative Practice." In Advocating and Empowering Diverse Families of Students With Disabilities Through Meaningful Engagement, edited by Millicent M. Musyoka and Guofeng Shen, 78-100. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-8651-1.ch005

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Abstract

Research demonstrates discriminatory and inequitable practices related to students identified with (disabilities). Inequitable practices and discrimination reveal the necessity of collaboration and advocacy as an integral part of the pedagogy of professional development for members of the IEP team. Providing pre-service (or preparing) teachers simulated experiences of individualized education program (IEP) meetings can support PSTs understanding of how ableism and racism can manifest in schools, develop skills in collaborating with families, and begin to develop advocacy practices that support students that are marginalized at the intersection of their race and ability status. This chapter focuses on how to develop materials that leverage critical theoretical frameworks, provide learning experiences that mirror teacher practice in schools, and provide authentic representations of families of color to develop PSTs collaborative and advocacy practices.

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