The authors’ self-study examines their integration of concepts from the field of Disability Studies in Education (DSE) into their introductory special education and educational foundations courses in two different accredited teacher preparation programs.
Using narratives and shared dialogues about their curricular deliberations, they explored the barriers and possibilities of bringing critical visions of disability into the dominant teacher education curriculum.
While barriers such as their positioning as contingent faculty and graduate students hindered their adaptation of the “official” curriculum of their programs, they found that such changes afforded important possibilities for justice-oriented teacher preparation.
They discuss their realization of DSE as the “null curriculum” in their programs and the need to break away from the curricular status quo in their courses.
Their conclusions explore how the integration of DSE informed concepts generated unique opportunities for exploring social justice concepts with the next generation of teachers.