Connecting the dots: An exploration of how pre-service special education teachers make sense of disability and diversity |
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| Institution: | 1. Department of Special Needs Education, Ghent University, Henri Dunantlaan 2, 9000 Ghent, Belgium;2. Research Institute of Child Development and Education, University of Amsterdam, Nieuwe Achtergracht 127, WS 1018 Amsterdam, The Netherlands;3. Department of Child and Adolescent Psychiatry, Curium-Leiden University Medical Center; Endegeesterstraatweg 27, AK 2342, Oegstgeest, The Netherlands;4. Department of Psychiatry, University of Massachusetts Medical School, 55 Lake Avenue, North Worcester, MA 01655, USA;1. Monash Centre for Health Research & Implementation, 43-51 Kanooka Grove, Clayton, Victoria, Australia;2. Monash University, School of Public Health & Preventive Medicine, 553 St Kilda Road, Melbourne, VIC 3004, Australia;3. Anglicare Victoria, 66-68 Main Street, Pakenham, Victoria, Australia;4. Anglicare Victoria, 60-64 Wells Street, Frankston, Victoria 3199, Australia;5. Monash University, School of Rural Health, Wellington Road, Clayton, Victoria 3800, Australia |
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| Abstract: | Although teacher education standards address preparing candidates to serve diverse learners, minimal guidance is available concerning specific program components and their influence on candidates' growth and development. Through constant comparative analysis of end-of-semester reflections, this exploratory, qualitative study investigated preservice special educators’ developing perceptions about disability and cultural and linguistic diversity following field experiences aligned with courses. Participants reported a growing awareness of themselves, students they encountered, and the intersectionality between diversity and disability. Further, their insights reflected recognition of the combined influence of coursework, fieldwork, and opportunities for supported reflection. Implications for research and program development are offered. |
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| Keywords: | Early field experiences Reflection Diversity Special education |
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