Privilege, compromise, or social justice: Teachers' conceptualizations of inclusive education

Research output: Contribution to journalArticle

33 Citations (Scopus)

Abstract

This qualitative study explored the beliefs of teachers in the USA about the education of students with disabilities, focusing on their conceptualizations of inclusive education. Data were obtained through in-depth interviews with 30 teachers. The findings highlight multiple interpretations of inclusive education and suggest that teachers' support for inclusive education may be linked with the ways in which they conceptualize this practice. Most teachers' beliefs about the education of students with disabilities were embedded in dominant educational discourses that centered on the otherness of some students, and an unquestioned acceptance of implicit assumptions in special education. Findings support the need for a paradigm shift in teacher education, moving away from deficit models towards an understanding of inclusive education as linked with issues of social justice.

Original languageEnglish
Pages (from-to)14-27
Number of pages14
JournalDisability and Society
Volume28
Issue number1
DOIs
StatePublished - 1 Jan 2013

Fingerprint

Social Justice
social justice
privilege
compromise
Education
teacher
education
Students
disability
Special Education
student
foreignness
special education
Interviews
deficit
acceptance
paradigm
interpretation
discourse
interview

Keywords

  • inclusive education
  • social justice
  • special education
  • teacher education
  • teachers' beliefs

Cite this

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Privilege, compromise, or social justice : Teachers' conceptualizations of inclusive education. / Lalvani, Priya.

In: Disability and Society, Vol. 28, No. 1, 01.01.2013, p. 14-27.

Research output: Contribution to journalArticle

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