“The Idea of Accessibility and the Reality of Accessibility are Very Different!” Using a Wheelchair Experience to Teach Preservice Special Educators about Accessibility

Abstract

P-12 students who have mobility limitations often face environmental and social barriers that have an impact on educational performance; thus, teachers who work with these students need to have an understanding of these barriers. One potential way for teachers to understand environmental and social barriers is to experience them from a first-hand perspective such as through the usage of mobility devices. The provision of such "disability simulation" experiences during university training programs is somewhat controversial. The authors of the current study do not feel it is possible to simulate the experience of having a disability; however, they feel that providing wheelchair experiences can aid preservice special education teachers in identifying the barriers that need to be considered for their students with mobility issues. Thus, the purpose of this mixed methods study was to examine the impact of an accessibility assessment assignment on preservice special education teachers. Data sources included written reflections about the experience, follow-up surveys, and interviews with preservice teachers. An overwhelming majority of preservice teachers reported positive benefits from participating in the experience, with the largest reported benefit being new insights into accessibility barriers.

Training Preservice Teachers to Match Assistive Technology to Student Needs

“…It is also important that teachers understand the legality of AT implementation and IEP development as mandated by IDEA. Specifically, information and practice with AT needs to be strategically embedded in teacher preparation curriculum to address the major challenges that consistently impact AT service provision: (a) lack of teacher preparation in successfully supporting the student to use AT and (b) lack of knowledge on how to select an AT product that will provide effective support for the student (Ault et al, 2013;Bryant & Bryant, 2003;Coleman et al, 2015;Verza et al, 2006).…”

La formación inicial del profesorado de Educación Física: una mirada desde la atención a la diversidad

“…Según Ross (1987), la lógica de incluir simulaciones de discapacidad en la FIPEF puede proporcionar al alumnado una aproximación más amplia y humanística al entendimiento del currículum. En la literatura podemos encontrar diversas experiencias sobre simulación tanto en ámbitos de Educación Primaria (Hurst, Corning & Ferrante, 2012) como en Educación Superior (Coleman, Cady & Rider, 2015). Concretamente, Corkett (2016) señalaba que vivenciar simulaciones de alumnado con diferentes capacidades (exceptionalities), permitió a los maestros y maestras en formación desarrollar la empatía necesaria para comprender las fortalezas que poseen las personas con diferentes capacidades, en lugar de centrarse en sus debilidades.…”

Vision Impairment Simulation Using Instructional Technology: Effects on Preservice Teachers' Achievement, Efficacy, Attitudes, and Interest

“…Researchers have addressed DSA from varying perspectives. Perhaps the most relevant here is that of disability as a social construct, as opposed to the traditional medical model (e.g., Barney, 2012;Coleman, Cady, & Rider, 2015). From this perspective, "the biggest obstacle to an individual with a disability often is not the disabling condition itself, but the negative attitudes that surround the condition" (Behler, 1993, p. 6).…”