Abstract
Students with disabilities lack opportunities to engage in cognitively challenging mathematics and instead are afforded remedial forms of learning in segregated settings. This exploratory case study reports on prospective teachers' peer-led responses as they engaged with inclusive equity (i.e., inclusive education-oriented concepts) during a reflexive conversational assignment. Participants were enrolled in a teacher preparation program that embedded elements of Disability Studies in Education . Through an interpretive approach, we analyze their responses, illustrating how they reflect tensions associated with unlearning assumptions derived from medical models of disability .
Original language | American English |
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Journal | Teaching and Teacher Education |
Volume | 86 |
DOIs | |
State | Published - Nov 2019 |
Keywords
- Activity theory
- Disability studies
- Equity
- Expansive learning
- Inclusive education
- Mathematics teacher education
- Prospective teachers
Disciplines
- Education