Positioning people with intellectual disabilities as the experts : enhancing pre-service teachers’ competencies in teaching for diversity

Raphael, Jo and Allard, Andrea 2012, Positioning people with intellectual disabilities as the experts : enhancing pre-service teachers’ competencies in teaching for diversity, International journal of inclusive education, vol. 17, no. 2, iFirst article, pp. 1-17.

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Title Positioning people with intellectual disabilities as the experts : enhancing pre-service teachers’ competencies in teaching for diversity
Author(s) Raphael, Jo
Allard, Andrea
Journal name International journal of inclusive education
Volume number 17
Issue number 2
Season iFirst article
Start page 1
End page 17
Total pages 18
Publisher Routledge
Place of publication Oxon, U. K.
Publication date 2012-02-02
ISSN 1360-3116
1464-5173
Keyword(s) inclusive education
special educational needs
higher education
curriculum and instruction
Summary The need for graduate teachers to own their professional responsibilities to engage successfully with students with special educational needs (SENs) in mainstream classrooms has been recognised in educational policies and programmes in many countries for well over two decades. Despite wide-ranging research, questions remain as to how pre-service education courses can help beginning teachers to develop the required commitment, knowledge and pedagogies to feel confident in teaching students with disabilities. Challenges to find new ways to enhance pre-service teachers’ familiarity with special needs children, overcome resistance from some towards including SEN students in mainstream classrooms and develop a sense of efficacy in teaching are common to many programmes. In this paper, we report on a pilot study where adults with intellectual disabilities, as members of a community theatre, were positioned as the experts and explored their schooling experiences and personal biographies with soon-to-be graduate teachers in a 3 h workshop. Taking the lead and working collaboratively with the workshop participants, members of Fusion Theatre used drama activities to develop understandings of strategies that helped them to learn. By challenging the traditional power relationships between those labelled as ‘disabled’ and those who would be teachers, the workshop helped the participants to engage on many levels. Here, we report on the data, analyse the findings and discuss implications for other pre-service programmes.
Language eng
Field of Research 130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2012, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30042582

Document type: Journal Article
Collections: School of Education
Higher Education Research Group
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