Document Type
Article
Publication Date
1-1-2013
Journal / Book Title
Disability & Society
Abstract
This qualitative study explored the beliefs of teachers in the USA about the education of students with disabilities, focusing on their conceptualizations of inclusive education. Data were obtained through in-depth interviews with 30 teachers. The findings highlight multiple interpretations of inclusive education and suggest that teachers' support for inclusive education may be linked with the ways in which they conceptualize this practice. Most teachers' beliefs about the education of students with disabilities were embedded in dominant educational discourses that centered on the otherness of some students, and an unquestioned acceptance of implicit assumptions in special education. Findings support the need for a paradigm shift in teacher education, moving away from deficit models towards an understanding of inclusive education as linked with issues of social justice.
DOI
10.1080/09687599.2012.692028
MSU Digital Commons Citation
Lalvani, Priya, "Privilege, Compromise, or Social Justice: Teachers' Conceptualizations of Inclusive Education" (2013). Department of Teaching and Learning Scholarship and Creative Works. 107.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/107
Published Citation
Lalvani, P. (2013). Privilege, compromise, or social justice: Teachers’ conceptualizations of inclusive education. Disability & Society, 28(1), 14-27.