This study examines how infusing disability justice principles into a literacy methods course shaped general education teacher candidates’ perceptions of disability, ableism, identity, and advocacy. Findings suggest that disability justice can prepare general education candidates to view inclusion as a collective responsibility and improve candidates' confidence in working in inclusive classrooms.
How can reluctance be a model for problem solving? This presentation will explore the Reluctant to Lead (RtL) model as a frame for problem solving in a university education. The first-year experience of a reluctant department chair will create the backdrop to explore the usefulness of this model.
