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The DSE perspective aligns diversity and inclusion scholarship that is often treated separately and advances the program’s equity education focus. Through a critical reflective self-study approach, the authors integrate inclusive education scholarship with lived classroom experiences, arguing for the importance of cultivating practical judgement in future teachers to support inclusive education.",{"@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/inclusion-reconceptualized-pre-service-teacher-education-and-disability-studies-in-education/595622/",{"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/inclusion-reconceptualized-pre-service-teacher-education-and-disability-studies-in-education/595622.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the core idea behind the course reconceptualization in this article?","Question",{"text":112,"@type":113},"The authors reconceptualize a pre-service teacher education inclusion course using disability studies in education (DSE) scholarship to better connect diversity and inclusion and to strengthen equity education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does DSE relate to disability and accessibility in the article’s discussion?",{"text":117,"@type":113},"DSE largely follows the social model of disability, arguing that societal beliefs and practices disable individuals, while accessible conditions (such as rampways or learning supports) enable broader participation.",{"name":119,"@type":110,"acceptedAnswer":120},"What elements does the article list as part of the course called “Inclusion One”?",{"text":121,"@type":113},"“Inclusion One” includes revealing special education’s deficit-model history, bridging diversity and inclusion scholarship, introducing the social model and ableism, exploring differentiated instruction and universal design for learning, including inquiry-based learning, and emphasizing practical judgement in inclusive education.","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},595622,1792166218,{"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":34,"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},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","Inclusion Reconceptualized: Pre-Service Teacher Education and Disability Studies in Education  \nChristopher M. Gilham  \nSt. Francis Xavier University  \nJoanne Tompkins  \nSt. Francis Xavier University  \nAbstract  \nIn this article, two teacher educators describe and explain how they are reconceptualizing a pre-service teacher education course on inclusion using disability studies in education (DSE) scholarship. The DSE approach better connects the oft-separated field of diversity and inclusion, and builds on the program’s overall focus on equity education. Using a critical reflective self-study approach, these researchers weave together scholarship about inclusive education with their lived classroom experiences in a teacher education program. They conclude that cultivating practical judgement in pre-service teachers is important to inclusive education.  \nKeywords: inclusion, disability studies in education, special education, pre-service teacher education  \nCanadian Journal of Education / Revue canadienne de l’éducation 39:4 (2016)©2016 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nRésumé  \nDeux professeurs dans un programme de formation des enseignants décrivent et expliquent leur reconceptualization d’un cours d’éducation inclusive informé par la recherche en études sur l’incapacité . Les études sur l’incapacité créent des liens entre les disciplines de la diversité et de l’inclusion et font la mise au point sur l’équité en éducation. Ces formateurs d’enseignants se servent d’une approche de pratique réflexive critique et auto-apprentissage et tissent l’érudition de l’éducation inclusive avec les expériences vécues des enseignants en formation. Les auteurs conclurent que le développement du jugement pratique est d’une forte importance dans la formation des futursenseignants.  \nMots-clés : inclusion, études sur l’incapacité, éducation specialisé, formation desenseignants  \nCanadian Journal of Education / Revue canadienne de l’éducation 39:4 (2016) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nIn this article, we describe and explain how we are reconceptualizing our pre-service teacher education course on Inclusion using disability studies in education (DSE) scholarship. DSE work largely follows the social model of disability, which holds that our societal beliefs and practices disable individuals rather than seeing people as inherently having deficits, which are described as disabilities (Baglieri, Bejoian, Broderick, Connor,& Valle, 2011; Baglieri, Valle, Connor, & Gallagher, 2010) . For example, rather than seeing the person who needs an accessible ramp as disabled, poor access to a building disables the individual. If a building has and maintains clear and clean rampways, more people can access the building than if only steps were available and maintained.  \nLikewise, in teaching, the use of closed-captioning on video brings some of those traditionally on the margins to the centre of learning, and it can also assist other diverse learners, such as newly arrived immigrants to Canada who do not speak English as their first language. As an example, closed-captioning, used or conceptualized in this way, is a tool that can benefit more students than those we might at first consider. Some students might hear within a “normal” range, however, they struggle to absorb or retain high verbal content. Hearing and reading what is being said can reinforce learning. Closed-captioning is an example of one possible “rampway” to student success.  \nWe were encouraged by American pre-service teacher education programs that embraced the DSE perspective (Connor, 2013, 2014; Connor & Bejoian 2014; Connor, Gabel, Gallagher, & Morton, 2008; Valle & Connor, 2011) . Our reconceptualization of our inclusion course, known as “Inclusion One,” included the following:  \n1. Revealing the troubling history of special education and how much of today’s scholarship on inclus","cbCaioqRGWGiYGF2","https://ap.wps.com/l/cbCaioqRGWGiYGF2","pdf",295296,25,"English","# Introduction\n## Reconceptualizing the inclusion course\n## DSE and the social model of disability\n## Accessibility and learning supports\n## Inclusion One course components\n## Self-study as a research method","[{\"question\":\"What is the core idea behind the course reconceptualization in this article?\",\"answer\":\"The authors reconceptualize a pre-service teacher education inclusion course using disability studies in education (DSE) scholarship to better connect diversity and inclusion and to strengthen equity education.\"},{\"question\":\"How does DSE relate to disability and accessibility in the article’s discussion?\",\"answer\":\"DSE largely follows the social model of disability, arguing that societal beliefs and practices disable individuals, while accessible conditions (such as rampways or learning supports) enable broader participation.\"},{\"question\":\"What elements does the article list as part of the course called “Inclusion One”?\",\"answer\":\"“Inclusion One” includes revealing special education’s deficit-model history, bridging diversity and inclusion scholarship, introducing the social model and ableism, exploring differentiated instruction and universal design for learning, including inquiry-based learning, and emphasizing practical judgement in inclusive education.\"}]","Inclusion Reconceptualized - Pre-Service Teacher Education and Disability Studies in Education | PDF",1792081497,63]