Abstract
This chapter describes the impact on student learning that followed the revision of a traditional special education masters’ program to one informed by disability studies in education (hereafter DSE). DSE is a field of educational inquiry focused on disability as a topic that is too complex to be understood by any single field of study alone: in the context of P-12 schools, it advances the value of shared understanding across general and special education as well as educational administration (Ware 2010). As noted on the DSE website, the inter-disciplinary field of DSE draws on “social, cultural, historical, discursive, philosophical, literary, aesthetic, artistic, and other traditions to challenge medical, scientific, and psychological models of disability as they relate to education. DSE embraces four tenets intended to guide research, policy and action: (1) contextualizes disability within political and social spheres; (2) privileges the interest, agendas, and voices of people labeled with disability/disabled people; (3) promotes social justice, equitable and inclusive educational opportunities, and full and meaningful access to all aspects of society for people labeled with disability/disabled people; and (4) assumes competence and rejects deficit models of disability” (http://hunter.cuny.edu/conferences/dse-2012).
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© 2013 Gay Wilgus
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Ware, L. (2013). Special Education Teacher Preparation. In: Wilgus, G. (eds) Knowledge, Pedagogy, and Postmulticulturalism. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137275905_8
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DOI: https://doi.org/10.1057/9781137275905_8
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