Using a transdisciplinary model to address inequities in field placements for teacher candidates with disabilities

This paper examines the contradiction between articulated university policy on diversity/inclusion and actual practice with regard to field placements for teacher candidates with disabilities. Analysis of a unique case study involving a teacher candidate with traumatic brain injury illustrates the i...

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Bibliographic Details
Published inInternational journal of inclusive education Vol. 16; no. 2; pp. 185 - 206
Main Authors Bargerhuff, Mary Ellen, Cole, Donna J., Teeters, Laura
Format Journal Article
LanguageEnglish
Published Routledge 01.02.2012
Subjects
Brain
Candidates
Case Studies
Colleges and universities
Conferences
Disabilities
disability
Disabled
Educational policy
Ethnography
Field Experience Programs
Head Injuries
higher education
Inclusion
inclusive education
Interdisciplinary Approach
Neurological Impairments
Preservice Teachers
School Policy
special education
Student Placement
Teachers
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Summary:This paper examines the contradiction between articulated university policy on diversity/inclusion and actual practice with regard to field placements for teacher candidates with disabilities. Analysis of a unique case study involving a teacher candidate with traumatic brain injury illustrates the inequities of the traditional concern conference method to addressing problems in the field. Authors propose a transdisciplinary team model as a more inclusive approach to capitalising on the strengths of teacher candidates.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:1360-3116
1464-5173
DOI:10.1080/13603111003721098