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Infusing Disability Justice in General Education Teacher Preparation Settings: An Imperative for Inclusion

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Title: Infusing Disability Justice in General Education Teacher Preparation Settings: An Imperative for Inclusion
Language: English
Authors: Maria Mavrides Calderon (ORCID 0009-0004-2212-0174), Isabel Mavrides-Calderon (ORCID 0009-0001-8413-1299)
Source: Education Policy Analysis Archives. 2026 34(19).
Availability: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Peer Reviewed: Y
Page Count: 26
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Early Childhood Education
Descriptors: Inclusion, Disabilities, Social Justice, Preservice Teacher Education, Teacher Education Programs, Preservice Teachers, Attitudes toward Disabilities, Student Attitudes, Early Childhood Education
ISSN: 1068-2341
Abstract: Without intentional integration of disability justice principles, teacher preparation programs (TPPs) may perpetuate the appearance of inclusion without the structural transformation needed to center students' agency, perspectives, and rights (Freedman et al., 2019). While some special education programs have started this integration (Ko et al., 2023), there are still limitations in general education programs. Inspired by the Salamanca Statement's vision for inclusion, we explored how infusing disability justice principles in the context of a general education literacy methods course contributed to dismantling traditional inclusion barriers, while priming teacher candidates (TCs) for work in inclusive settings. Our study was framed by the principles of disability justice (Berne et al., 2018), complemented by Kafer's (2013) and Mingus's (2011) lens. Gathering data from class discussions and journals of undergraduate teacher candidates (n = 78), we highlighted the transformative, positive impact of incorporating disability justice in general education. TCs celebrated disability as an identity and critically questioned the role of ableism in education and their professional lives. Becoming more confident, TCs felt more prepared and committed to working in inclusive settings. Recommendations were provided for general education faculty and programs to consider incorporating disability justice principles as a first step toward meaningful work with diverse populations.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500546
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Maria+Mavrides+Calderon%22">Maria Mavrides Calderon</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-2212-0174">0009-0004-2212-0174</externalLink>)<br /><searchLink fieldCode="AR" term="%22Isabel+Mavrides-Calderon%22">Isabel Mavrides-Calderon</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-8413-1299">0009-0001-8413-1299</externalLink>)
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  Data: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
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  Data: Without intentional integration of disability justice principles, teacher preparation programs (TPPs) may perpetuate the appearance of inclusion without the structural transformation needed to center students' agency, perspectives, and rights (Freedman et al., 2019). While some special education programs have started this integration (Ko et al., 2023), there are still limitations in general education programs. Inspired by the Salamanca Statement's vision for inclusion, we explored how infusing disability justice principles in the context of a general education literacy methods course contributed to dismantling traditional inclusion barriers, while priming teacher candidates (TCs) for work in inclusive settings. Our study was framed by the principles of disability justice (Berne et al., 2018), complemented by Kafer's (2013) and Mingus's (2011) lens. Gathering data from class discussions and journals of undergraduate teacher candidates (n = 78), we highlighted the transformative, positive impact of incorporating disability justice in general education. TCs celebrated disability as an identity and critically questioned the role of ableism in education and their professional lives. Becoming more confident, TCs felt more prepared and committed to working in inclusive settings. Recommendations were provided for general education faculty and programs to consider incorporating disability justice principles as a first step toward meaningful work with diverse populations.
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      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Disabilities
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      – SubjectFull: Social Justice
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Attitudes toward Disabilities
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Early Childhood Education
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