View in EDS

Examining the Impact of Disability Studies in Education-Infused Curriculum on Attitudes towards Inclusion in a U.S. Secondary Teacher Education Programme

Saved in:
Bibliographic Details
Title: Examining the Impact of Disability Studies in Education-Infused Curriculum on Attitudes towards Inclusion in a U.S. Secondary Teacher Education Programme
Language: English
Authors: Alicia M. Drelick (ORCID 0000-0002-4485-5858), Justin E. Freedman (ORCID 0000-0003-0598-9586), Nicholas McCann (ORCID 0000-0002-6665-0298), Brie Morettini (ORCID 0000-0002-8329-9866)
Source: International Journal of Inclusive Education. 2025 29(10):1687-1705.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Disabilities, Educational Research, Preservice Teacher Education, Preservice Teachers, Student Attitudes, Attitudes toward Disabilities, Inclusion, Beliefs, Teacher Education Curriculum, Regular and Special Education Relationship
DOI: 10.1080/13603116.2023.2289569
ISSN: 1360-3116
1464-5173
Abstract: This paper examines the impact of Disability Studies in Education (DSE) aligned curriculum at a United States university on the attitudes of general education pre-service teachers toward inclusive practices. The study employed a pretest-posttest design to compare the attitudes of teacher candidates at the beginning and end of a course that focused on inclusive instruction. Findings indicate that the course positively influenced students' attitudes towards inclusion, particularly in their affective beliefs. Students identified several DSE topics and their cooperating teachers as influential in shaping their inclusive attitudes. We discuss implications of the findings on the development of courses aimed at fostering inclusive attitudes and supporting teachers to navigate the tension between school practices and perspectives in DSE.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501533
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1501533
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Examining the Impact of Disability Studies in Education-Infused Curriculum on Attitudes towards Inclusion in a U.S. Secondary Teacher Education Programme
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Alicia+M%2E+Drelick%22">Alicia M. Drelick</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4485-5858">0000-0002-4485-5858</externalLink>)<br /><searchLink fieldCode="AR" term="%22Justin+E%2E+Freedman%22">Justin E. Freedman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0598-9586">0000-0003-0598-9586</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nicholas+McCann%22">Nicholas McCann</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6665-0298">0000-0002-6665-0298</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brie+Morettini%22">Brie Morettini</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8329-9866">0000-0002-8329-9866</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Inclusive+Education%22"><i>International Journal of Inclusive Education</i></searchLink>. 2025 29(10):1687-1705.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+toward+Disabilities%22">Attitudes toward Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Curriculum%22">Teacher Education Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Regular+and+Special+Education+Relationship%22">Regular and Special Education Relationship</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/13603116.2023.2289569
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1360-3116<br />1464-5173
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper examines the impact of Disability Studies in Education (DSE) aligned curriculum at a United States university on the attitudes of general education pre-service teachers toward inclusive practices. The study employed a pretest-posttest design to compare the attitudes of teacher candidates at the beginning and end of a course that focused on inclusive instruction. Findings indicate that the course positively influenced students' attitudes towards inclusion, particularly in their affective beliefs. Students identified several DSE topics and their cooperating teachers as influential in shaping their inclusive attitudes. We discuss implications of the findings on the development of courses aimed at fostering inclusive attitudes and supporting teachers to navigate the tension between school practices and perspectives in DSE.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1501533
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1501533
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/13603116.2023.2289569
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 1687
    Subjects:
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Attitudes toward Disabilities
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: Teacher Education Curriculum
        Type: general
      – SubjectFull: Regular and Special Education Relationship
        Type: general
    Titles:
      – TitleFull: Examining the Impact of Disability Studies in Education-Infused Curriculum on Attitudes towards Inclusion in a U.S. Secondary Teacher Education Programme
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Alicia M. Drelick
      – PersonEntity:
          Name:
            NameFull: Justin E. Freedman
      – PersonEntity:
          Name:
            NameFull: Nicholas McCann
      – PersonEntity:
          Name:
            NameFull: Brie Morettini
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1360-3116
            – Type: issn-electronic
              Value: 1464-5173
          Numbering:
            – Type: volume
              Value: 29
            – Type: issue
              Value: 10
          Titles:
            – TitleFull: International Journal of Inclusive Education
              Type: main
ResultId 1