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This study investigated the teaching experiences of graduate students with disabilities, using 12 semi-structured in-person and phone interviews. We selected participants using stratified random sampling representing diverse disabilities, degree programs, and regions of the United States. Findings suggest that students engage in complex self-accommodation influenced by their dual roles as students and employees. Students also discussed their development as instructors and the need for mentoring and campus spaces for disability. We utilize the metaphor of the Bwizard behind the curtain^to explain how these students actively navigate graduate school.To date, limited research is available about the experiences of graduate students with disabilities at colleges and universities in the United States (U.S.). The existing literature generally consists of individual or shared narratives, and research and essays by faculty members have rarely addressed graduate school experiences (see, e.g.

It is estimated in the world today, that more than one billion people have a disability (World Health Organization, 2011). Many people with disabilities receive no education, and, of those who do, few receive an education on an equal basis with their non-disabled peers. In 2006, the United Nations adopted the Convention on the Rights of Persons with Disabilities (CRPD). The CRPD seeks to achieve equality for people with disabilities in all areas of life, including education. Article 24 of the CRPD specifically calls upon States Parties to “ensure an inclusive education system at all levels and lifelong learning” (United Nations, 2006, Art.24, para. 1). In this article, the authors provide an overview of the right to inclusive education under international law prior to the CRPD, followed by a discussion of Article 24 of the CRPD. The authors then discuss the role of inclusive education in Italy, which has long been regarded as a leader in the field of inclusive education. The authors conclude the article with a discussion of lessons learned from the Italian experience that may help other countries as they work towards implementation of Article 24's mandate of an inclusive education system.

PurposeThe field of Professional Development Schools (PDS) continues to evolve with promising implications. As part of advancing practice, the National Association for Professional Development Schools has updated its nine essential guiding principles, which now includes an explicit expectation for all PDS partners to advance equity, anti-racism and social justice. This article is a call for critical professional development work which infuses Disability Critical Race Theory (DisCrit) practices into achieving the Nine Essentials.Design/methodology/approachIn this call-to-action article, the authors argue that it is imperative for the whole of PDS work to establish a priority for inclusive practice that recognizes and responds to all aspects of diversity in education from the outset, including disability. The authors suggest that PDS work must be guided by an intersectional approach that is operationalized to achieve equity in education by dismantling both racism and ableism in education. The authors use an action-based example from our PDS work to exemplify these elements in practice.FindingsIn this article, the authors put forth two arguments that they urge their PDS colleagues to consider. First, the authors call for practices within PDS to give attention to improving student learning in ways that specifically address disability and intersectional considerations related to disability. Second, the authors urge that PDS work must be conceptually and practically inclusive in order to achieve the social justice impact put forth in the comprehensive mission of the Nine Essentials.Originality/valueThere is a growing body of literature around PDS that addresses theory to practice research and best practices in PDS settings. While some recent publications address inclusive PDS practices, the authors were not able to identify any works related to DisCrit in the PDS literature to date.