Presenter(s)
Kelsey Lamountain
Abstract
Students with severe disabilities continue to face multiple barriers in accessing their education compared to their non-disabled peers. Specifically, they can be segregated from their peers without disabilities, general education teachers, and the general education curriculum. Despite these barriers, special education teachers can work within their role to disrupt ableism and stop harmful practices. In addition to being case managers and teachers, special education teachers can take on the role as advocate as they work towards persisting past the above barriers. Research has documented the importance of teacher educators preparing special education teachers as change agents (Olson & Roberts 2017; Olson & Roberts, 2020). Specifically, a change agent needs to be ready and willing to recognize and disrupt practices that continue to marginalize students with severe disabilities. The purpose of this study is to understand positive changes that special education teachers have made around how students with severe disabilities access the general curriculum. Additionally, we queried why they made these changes and barriers and supports in doing so. We also sought to understand if special education teachers’ teacher preparation programs prepared them to engage in making these changes. Data was collected using a structured interview process. Qualitative data was analyzed using the software program Dedoose. Preliminary themes will be presented in this presentation. Critically, recommendations for how special education teachers can engage in this work will be provided. Moreover, we will outline ways that teacher preparation programs can prepare special education teachers to engage in this work.
College
College of Education
Department
Special Education
Campus
Winona
First Advisor/Mentor
Amy J. Andersen
Start Date
4-24-2025 2:00 PM
End Date
4-24-2025 3:00 PM
Presentation Type
Poster Session - Early-Year RCA
Format of Presentation or Performance
In-Person
Session
2b=2pm-3pm
Poster Number
30
Included in
Changemakers for Students with Severe Disabilities
Students with severe disabilities continue to face multiple barriers in accessing their education compared to their non-disabled peers. Specifically, they can be segregated from their peers without disabilities, general education teachers, and the general education curriculum. Despite these barriers, special education teachers can work within their role to disrupt ableism and stop harmful practices. In addition to being case managers and teachers, special education teachers can take on the role as advocate as they work towards persisting past the above barriers. Research has documented the importance of teacher educators preparing special education teachers as change agents (Olson & Roberts 2017; Olson & Roberts, 2020). Specifically, a change agent needs to be ready and willing to recognize and disrupt practices that continue to marginalize students with severe disabilities. The purpose of this study is to understand positive changes that special education teachers have made around how students with severe disabilities access the general curriculum. Additionally, we queried why they made these changes and barriers and supports in doing so. We also sought to understand if special education teachers’ teacher preparation programs prepared them to engage in making these changes. Data was collected using a structured interview process. Qualitative data was analyzed using the software program Dedoose. Preliminary themes will be presented in this presentation. Critically, recommendations for how special education teachers can engage in this work will be provided. Moreover, we will outline ways that teacher preparation programs can prepare special education teachers to engage in this work.
Comments
WSU Review Needed