[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591323-105":59,"doc-detail-591323-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","from-deficit-to-difference-understanding-the-relationship-between-k12-teacher-training-and-disability-discussion","From Deficit to Difference - Understanding the Relationship Between K–12 Teacher Training and Disability Discussion","","Qualitative analysis of 50 in-service K–12 teachers’ experiences examines how disability training shapes their disability discussion practices in U.S. classrooms. The study finds training emphasizes compliance and “fixing” disability, influences how teachers define disability, and determines the frameworks used when discussing disability with students. By addressing a preparation gap for disability discussion, the findings inform recommendations to help teacher education programs reimagine training and treat disability as a minoritized identity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/from-deficit-to-difference-understanding-the-relationship-between-k12-teacher-training-and-disability-discussion/591323/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/from-deficit-to-difference-understanding-the-relationship-between-k12-teacher-training-and-disability-discussion/591323.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about teachers’ disability training?","Question",{"text":112,"@type":113},"The study examines 50 in-service teachers’ experiences with disability training and how that training influences their classroom practices for discussing disability.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the main focus of disability training identified in the findings?",{"text":117,"@type":113},"Training is primarily focused on compliance and “fixing” disability, which shapes teachers’ definitions of disability and the frameworks they use in discussions.",{"name":119,"@type":110,"acceptedAnswer":120},"Why do the authors recommend reimagining teacher training?",{"text":121,"@type":113},"Because current training rarely supports disability discussion with all students and often undermines a social justice, intersectional understanding of disability as a minoritized identity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591323,1792191086,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","AERA Open  \nJanuary-December 2024, Vol. 10, No. 1, pp. 1–22 DOI: 10. 1177/23328584241245089  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nFrom Deficit to Difference: Understanding the Relationship Between K–12 Teacher Training and Disability Discussion  \nChrista S. Bialka  \nVillanova University  \nNicole Hansen  \nSeton Hall University  \nIrene P. Kan  \nDanielle Mackintosh  \nRebecca Jacobson  \nVillanova University  \nOne major responsibility of K–12 teachers in United States public schools is to meet the needs of disabled students. While many preservice and in-service teacher training programs present educators with information related to service delivery as outlined in a student’s Individualized Education Program or 504 plan, they rarely address how to talk about disability with all students. This qualitative study examines 50 in-service teachers’experiences related to disability training and explores the implications of this training on teachers’ disability discussion practices. Findings reveal that teacher training is primarily focused on compliance and “fixing” disability; training and prior experiences affect how teachers define disability; and training affects the framework that teachers use when discussing disability with their students. Based on the findings of this study, we offer recommendations to help programs reimagine training and view disability as a minoritized identity. Results of this study address a significant gap in preparing teachers for disability discussion.  \nKeywords: disability, disability studies, diversity, intersectionality, professional development, qualitative research, social justice, teacher education/development, teacher knowledge, teacher training  \n“Disability is definitely a challenging conversation to have. The reason is because when you hear disability, it is frowned upon in our society. Kids start making jokes and things when they hear the word‘disability.’ And that can make kids uncomfortable.” —High School English Teacher  \n“I think with ableism, students in general know so little about the topic. So, we do an exercise thinking about ramps in the city. So for the rest of the year, they’ll come back and be like,‘Yeah, I was thinking about [name of street] and, like, it took me four blocks to find a ramp to get up onto the curb,’ and stuff like that. So, that kind of thinking is a good seed to grow. That lens is important.” —Middle School Social Studies Teacher  \nAs these quotes reveal, teachers can conceptualize, and thereby discuss, disability in a variety of ways. In some cases, teachers avoid discussion because they do not want to offend disabled1 students (Hansen et al., 2023) . In other instances,  \nteachers may choose to engage students in conversation about disability as a minoritized identity. While several factors may inform a teacher’s choice to discuss disability with their2 students, teacher training is one area that may account for the variation in teacher responses. For the purposes of this paper, we use the terms “discuss(ing) disability” and “classroom discussion” interchangeably to denote any content relayed to students about disability; this includes structured lessons and presentations as well as informal whole-class or one-on-one discussions.  \nSince the reauthorization of the Individuals with Education Act (IDEA) in 2004, disability accountability standards and required disability training for teachers in the United States have increased (Individuals with Disabilities Education Act [IDEA], 2022) . One of the major responsibilities of K–12 teachers is to meet the needs of students with  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/","cbCaibhugm3fcG78","https://ap.wps.com/l/cbCaibhugm3fcG78","pdf",749522,22,"English","# Introduction\n## Disability accountability and training requirements\n## Limitations of compliance-focused programs\n# Findings and implications\n## Teachers’ experiences and disability frameworks\n## Recommendations for reimagining training","[{\"question\":\"What does the study investigate about teachers’ disability training?\",\"answer\":\"The study examines 50 in-service teachers’ experiences with disability training and how that training influences their classroom practices for discussing disability.\"},{\"question\":\"What is the main focus of disability training identified in the findings?\",\"answer\":\"Training is primarily focused on compliance and “fixing” disability, which shapes teachers’ definitions of disability and the frameworks they use in discussions.\"},{\"question\":\"Why do the authors recommend reimagining teacher training?\",\"answer\":\"Because current training rarely supports disability discussion with all students and often undermines a social justice, intersectional understanding of disability as a minoritized identity.\"}]","From Deficit to Difference - Understanding the Relationship Between K–12 Teacher Training and Disability Discussion | PDF",1792071592,55]