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ERIC Number: EJ819804
Record Type: Journal
Publication Date: 2006-Sep
Pages: 14
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1047-6210
Promoting "Epistemic Fissures": Disability Studies in Teacher Education
Rice, Nancy
Teaching Education, v17 n3 p251-264 Sep 2006
Historically, teacher education in special education has focused on identifying characteristics of various disabilities and promoting best practices for intervention and remediation. This article introduces a disability studies approach to teacher education in special education. Disability studies is an interdisciplinary area of study that utilizes the lenses from social sciences and humanities to view disability from personal, social, cultural, historical, critical, and literary perspectives. Pre-service teachers who took such a course were interviewed with regard to their views on disability and inclusion. The results suggest: (1) the importance of providing a disability studies approach to future teachers; and (2) ways in which disability studies in teacher education can continue to be developed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A