Disability Studies and Behavioral Science in Teacher Education: Preparing Future Teachers to Serve in Inclusive Classrooms

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Author(s): Marilyn Keller (Texas A&M University, Corpus Christi, USA)and Ambra E. Sherrod (Texas A&M University, Corpus Christi, USA)
Copyright: 2024
Pages: 22
Source title: Autism, Neurodiversity, and Equity in Professional Preparation Programs
Source Author(s)/Editor(s): Shanna Jamanis (Nazareth University, USA)and Dawn Vogler-Elias (Nazareth University, USA)
DOI: 10.4018/979-8-3693-0163-0.ch006

Keywords: Business & Management / Information Science Reference / Professional Development / Special Education

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Abstract

This chapter positions inclusive education as an important site for teacher education reform. The need to prepare all teachers for a role in educating students with autism spectrum disorder and other disabilities is evident by the growing population of students receiving special education services in general education classrooms. In the chapter the authors explore integration of disability studies and applied behavioral analysis into teacher education programs. Integrating disability studies into teacher preparation coursework can work to shift attitudes about disability and student learning. Applied behavioral analysis coursework can shift perspectives of the nature of behavior and prepare teachers to address behavior problems. The authors make recommendations for how to integrate these two disciplines into program coursework.

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Disability Studies and Behavioral Science in Teacher Education: Preparing Future Teachers to Serve in Inclusive Classrooms

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