Rethinking Disability and Inclusive Education: A Teacher Study Group

Abstract

This qualitative study explored the outcomes of five teachers’ engagement in a study group, the content of which was based in the radical/critical tradition of counter-narratives and social change, and which explicitly aimed to explore institutionalized ableism and the role of educators in the systematic segregation of students with disabilities in schools. The findings indicate that teachers experienced significant and meaningful shifts in their thinking about the constructed meanings of disability in society, the nature of disability oppression, and the implications of inclusive education in democratic societies.