The Role of Participatory Instructors in Hungarian Higher Education: Results of a Qualitative Research to Support the Voices of Disabled People in Academia

Abstract

Disabled people are often prevented from participating in the creation of academic knowledge that has direct impact on their lives via professional support. Such barriers to co-production of knowledge erode disabled people’s self-determination and opportunities for independent living. They are particularly consequential in special needs teacher education, as special needs teachers have a strong influence on disabled people’s dis/empowerment through their work in special and inclusive schools. This paper explores the ‘We teach together!’ method for participatory instruction, developed and piloted by the authors in Eötvös Loránd University to redress the non-participation of disabled people in teaching. The method complements the learned knowledge of the academic instructors with the experiential knowledge of disabled co-instructors. It also enables university students to work in partnership with disabled people. Most importantly, disabled people’s active participation in the academic work strengthens their self-determination and their role in their communities. The paper presents the findings of a qualitative research that explores the application of the ‘We teach together!’ method. We identify the benefits and challenges of the method, as well as the roles of the instructors in an inclusive team. We also provide recommendations for further research and policy engagement.