Teachers with disabilities: a literature review

Neca, Patrícia; Borges, Maria Leonor; Pinto, Paula Campos

doi:10.1080/13603116.2020.1776779

Cited by 30 publications

(26 citation statements)

References 53 publications

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“…Lawrence (2019) reports on a single case-study of an autistic trainee teacher who, despite mixed experiences of the training process, hoped to become a role model for autistic pupils. Baird (2020) briefly considers theoretical issues of performativity and ableism for autistic teachers, while Murray (2019) provides suggestions on how to understand autistic pupils from the perspective of an autistic teacher. There are also occasional discussions on social media (e.g.…”

Section: Autism and Employmentmentioning

confidence: 99%

What are the views and experiences of autistic teachers? Findings from an online survey in the UK

Wood

Happé

2021

Disability & Society

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Despite significant research into the education of autistic children and young people (CYP) and an increased awareness of the employment needs and rights of autistic adults, little attention has been paid to autistic teachers. We discuss findings drawn from an online survey in the UK in which autistic teachers and other autistic education staff (n = 149) describe the lack of understanding, sensory impacts, mental health issues and the complexities associated with revealing an autism diagnosis as a result of their work. These issues can represent significant impediments to either entering or remaining in the school education profession. Positive experiences were also found and, from a social justice perspective, the possibilities of autistic school staff to constitute a role model for autistic CYP and to facilitate their educational inclusion are considered. Future directions in this under-researched area are also discussed.

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Section: Autism and Employmentmentioning

confidence: 99%

What are the views and experiences of autistic teachers? Findings from an online survey in the UK

Wood

Happé

2021

Disability & Society

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“…At the time of the study, the majority of TCs enrolled in both programs were white and nondisabled, which also reflects U.S. nationwide data on teacher workforce demographics (Kang et al, 2019;Neca et al, 2020;U.S. Bureau of Labor Statistics, 2019).…”

Section: Contextualizing Our Studymentioning

confidence: 71%

“…Teacher preparation programs can play an important role in disrupting these ongoing cycles of harm (Migliarini & Annamma, 2019), but doing so is particularly challenging given the omnipresence of whiteness and ableism in teacher education (Broderick & Lalvani, 2017; Sleeter, 2017). Demographically, the majority of TCs—as well as their teacher educators—are white, nondisabled women (Kang et al, 2019; Neca et al, 2020; U.S. Bureau of Labor Statistics, 2019) whose subjectivities are pervasively centered in schools and teacher education coursework (Annamma, 2015; Picower, 2009); that is, in their own schooling experiences, white, nondisabled TCs navigate geographies of exclusion that constitute their own subjectivities as normative.…”

mentioning

confidence: 99%

Emotional Geographies of Exclusion: Whiteness and Ability in Teacher Education Research

Beneke

Siuty

Handy

2022

Teachers College Record: The Voice of Scholarship in Education

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Context: Geographies of exclusion (e.g., segregated special education classrooms, school district zoning) are constituted through intersecting oppressive ideologies (e.g., ableism, racism, classism) that co-naturalize notions of “normalcy” and deviance and yield harmful consequences for disabled children of Color. Geographies of exclusion dynamically contribute to and constitute teacher candidates’ feelings about themselves and their social worlds. White teacher candidates’ investment in dominant racial ideologies is well-documented, and recent scholarship has interrogated the role of white emotionality in these processes. However, the extent to which white teacher candidates emotionally ascribe to oppressive constructions of ability have been underexamined. Focus of Study: We sought to uncover how white teacher candidates (TCs) used emotional practices to position themselves in relation to ability within geographies of exclusion as they narrated their educational journeys. Such an examination is necessary to upend ongoing constructions of racial-ability hierarchies in and through teacher education. Using disability critical race theory and emotional geographies, our study was guided by the following question: How do white, nondisabled TCs engage in emotional practices in relation to geographies of exclusion? Research Design: This critical narrative study took place in two teacher education programs in the Pacific Northwest with 42 white, nondisabled teacher candidates. We drew on qualitative mapping as a method for participants to tell stories about themselves and their relationships to places and people over time. All participants generated narratives through written reflections after creating their maps, clarifying aspects of their maps and providing details not captured in their visual representations. Data sources included 42 written narratives and 36 qualitative maps. We analyzed emotional dimensions of TCs’ written narratives and qualitative maps through multiple rounds of both deductive and inductive coding. Conclusions/Recommendations: Our analysis revealed ways white TCs weaponized emotionality to uphold racial-ability hierarchies through emotional geographies of gratitude, ambivalence, and claims to care. By sentimentalizing multiply-marginalized children’s suffering, TCs preserved a façade of being committed to educational justice. We conclude with suggestions for educational researchers, emphasizing that research with white teachers cannot ignore emotional practices that perpetuate harm for multiply-marginalized children. Instead, researchers must surface these engagements head-on, using DisCrit as a driver in teacher education research toward intersectional justice.

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“…Ésta es una imagen muy común no sólo en la educación básica, sino también en la superior. En la revisión hecha por Neca et al (2020: 8) se encontró que "tener una discapacidad se percibe como una barrera para emprender una carrera profesional en el mundo académico" (traducción propia); las actitudes negativas de sus compañeros, las dificultades para que los demás reconozcan su trabajo, los efectos en su autoestima y el temor a que sean encasillados en la educación especial son algunos de los obstáculos identificados por los maestros con discapacidad (Neca et al, 2020).…”

Section: El Dilema Del Méritounclassified

Dilemas de la inclusión y discapacidad en la educación superior

Castro

2022

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En este artículo discutimos tres formulaciones del dilema de la inclusión de las personas con discapacidad en la educación superior: la primera se refiere al mérito, la segunda a la vocación y la tercera a los ajustes. Partimos de la idea de que los dilemas son construcciones que los sujetos hacemos a partir de un determinado problema y que, en el caso de los estudiantes con discapacidad, se originan por la complejidad que conlleva lograr un equilibrio entre el trato diferencial y similar hacia estas personas. A ello contribuye el hecho de que las instituciones educativas tienen normas, prácticas y condiciones poco incluyentes, lo que genera tensiones entre los diferentes actores educativos. Finalmente, si bien los dilemas, por definición, no tienen una solución definitiva, consideramos que abren espacios para reflexionar sobre el quehacer de las instituciones educativas, el trabajo docente, los contenidos curriculares y nuestras ideas sobre la diferencia.

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Teachers with disabilities: a literature review

Cited by 30 publications

References 53 publications

What are the views and experiences of autistic teachers? Findings from an online survey in the UK

What are the views and experiences of autistic teachers? Findings from an online survey in the UK

Emotional Geographies of Exclusion: Whiteness and Ability in Teacher Education Research

Dilemas de la inclusión y discapacidad en la educación superior

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