Can We Talk? The Underdeveloped Dialogue Between Teacher Education and Disability Studies

SAGE Open. 2016;6(1) DOI 10.1177/2158244015626766


Journal Homepage

Journal Title: SAGE Open

ISSN: 2158-2440 (Online)

Publisher: SAGE Publishing

LCC Subject Category: General Works: History of scholarship and learning. The humanities | Social Sciences

Country of publisher: United States

Language of fulltext: English

Full-text formats available: PDF, HTML



Meghan Cosier
Holly Pearson


Double blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 12 weeks


Abstract | Full Text

Despite the possibility for mutual benefit, it seems that the fields of Disability Studies (DS) and teacher education have not communicated and collaborated in deep and meaningful ways. This exploratory study utilized an e-survey of 32 teacher education faculty members in the state of California to investigate how, if at all, teacher educators were utilizing DS in their curriculum. Results suggested that some teacher educators confuse DS with special education or rehabilitation. Furthermore, many teacher educators in general education teacher preparation programs indicated that disability issues were only covered in one course. The results of this study suggest the need for further meaningful collaboration and communication between the fields of DS and teacher education.