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Presently, most mental health practitioners in the United States are educated, trained, and employed in a system focused on curing or changing autistic people. As a result, mental health practitioners may exhibit anti-autistic bias--any form of bias that degrades, devalues, or others autistic people or traits--when engaged with autistic clients. Since the collaborative relationship between therapist and client, termed the "therapeutic alliance," is often viewed as the most influential element of therapeutic effectiveness, our phenomenological study examined 14 autistic adults' experiences with anti-autistic bias in the therapeutic alliance and the relationship they perceive it has on their self-esteem. Findings, determined through thematic analysis, reveal implicit, unintentional bias was manifested through clinical assumptions about autism, explicit, overt bias was expressed through feelings of intentional harm, and repair of self-esteem was shown through positive alliances. Based on the findings of this study, we offer recommendations to help mental health practitioners and mental health practitioner training programs better serve autistic clients. This study addresses a significant gap in current research on anti-autistic bias in the mental health field and the overall well-being of autistic individuals.

Teachers play a key role in fostering a positive view of disabilities by facilitating classroom conversations that promote awareness, understanding, and acceptance of human differences. However, research has indicated that many teachers are reluctant to talk about disabilities with their students because they are unsure of what to say or fear offending disabled students. Embedding disability studies in education perspectives into teacher preparation coursework can encourage future educators to critically analyse issues related to disability as well as to become more conversant in issues surrounding disability. This qualitative study of pre-service teachers (PSTs) in the United States characterises PSTs' emerging understanding of disability by analysing an assignment in which PSTs read and critically analyse fiction about a disabled character. This study provides insight into areas of PST growth as well as areas where continued development is necessary.

Research suggests that in classrooms across the United States, teachers are hesitant to engage students in a discussion about disability. However, if children are not given opportunities to talk about disability, they run the risk of internalizing disability stereotypes or believing that discussing disability is not appropriate. In this paper, we use an explanatory, instrumental qualitative case study design to understand how 30 pre-service teachers (PSTs) notice and name disability when describing ideas for using children's literature in the classroom. Additionally, we operationalize and build on Sapon-Shevin's categorization of teachers' responses to ableist behavior to examine the nuances of PST discussion. We found that most PSTs chose not to talk about disability or presented disability in a generic or potentially problematic way. This research provides necessary insight into the ways that teacher education programs can work with PSTs to effectively engage in disability discussion.

Although disabled people encounter discrimination in almost every facet of life -- such as employment, housing, education, healthcare, and transportation -- disability is often missing from conversations regarding social justice. Disability-related discussion (DRD) in English Language Arts (ELA) offers an inroad to having students view disability through a social justice lens. This exploratory, qualitative study examines the factors that influence 13 secondary (6-12) ELA teachers' decisions to lead (or refrain from leading) DRD in classrooms in the United States. Findings reveal that primary factors that helped or hindered DRD included the role of subject/curriculum, school and classroom culture, and personal factors. Participants also expressed a desire for professional development related to DRD, as well as increased curricular representation within ELA. This study represents a critical first step in solidifying disability as a component of social justice by identifying factors that secondary ELA teachers encounter when attempting to discuss disability in their classrooms.

Students with disabilities are at greater risk for depression, substance use, bullying, and fewer friendships, largely due to negative attitudes and misperceptions from their nondisabled peers. School counselors are particularly important stakeholders in improving the experiences of students with disabilities. This qualitative study uses the American Counseling Association (ACA) Advocacy Competencies as a lens to understand how six school counselors raise disability awareness within the context of social justice advocacy. Results indicate that participants primarily focused on ways to advocate alongside or on behalf of students with disabilities at an individual level (client/student domain). Additional findings highlight the need for increased disability-related training within counselor preparation programs and the importance of including disability issues within the frame of multicultural competence. The results of this study fill a gap in the literature and lead to a deeper understanding of how school counselors are presently engaging in disability programs in their schools. Additionally, findings from this research directly aid in the construction of coursework and related experiences that would enhance the preparation of pre-service school counselors.

While scholars have indicated that social involvement is crucial to students' development and success in college life and beyond, very little empirical research investigates how students with disabilities become socially integrated in college settings. In response, this qualitative study examines the social experiences of five college students with physical disabilities who participate in LEVEL, a student organization that aims to create accessible social experiences for students of all abilities and educate students and the broader community about ableism. The key findings of this study revealed that participants experienced feelings of isolation prior to joining LEVEL, LEVEL provided an opportunity to dispel ableist assumptions and misconceptions, and LEVEL engendered the formation of friendships. These findings have direct significance in advancing the field of disability in higher education and aiding in the design of collegiate programs and organizations that raise ableism awareness and foster social integration between students of all abilities.

The development of one's teaching identity is a dynamic and multi-layered process, which becomes more immediate when one enters the profession through an alternative route, such as Teach For America (TFA). This grounded theory study examines how participation in three interrelated institutions--the urban school, the university, and TFA--directly affects the identity development of TFA teachers in one urban, northeastern US location. Through longitudinal, semi-structured interviews, the authors developed an emerging theory that explains how participation in these three institutions engenders the development of a novice veteran teaching identity. This study fills a void in current research as it offers a novel way to consider the identity development of alternatively certified teachers and offers insight into how to best support them as they navigate this process.

Teachers are uniquely positioned to mitigate ableism and address disability in the classroom; however, many hesitate to do so. This silence perpetuates bias and may teach children that difference is negative. Situated within the field of Disability Studies in Education, this investigation of PK-12 teachers (n = 256) aims to broadly characterise the types of discussions that occur in classrooms as well as identify obstacles and facilitators associated with disability discussions. Data reveal 71.9% of participants currently discuss disability with their students, mostly in relation to students' own learning needs. Findings indicate that internal, rather than external, factors drive teachers' decisions to discuss disability, laying the groundwork for pre-service and in-service programming to increase disability-related conversation. [ABSTRACT FROM AUTHOR]

Teacher preparation programs play a seminal role in the development of prospective teachers, as they provide future educators with information regarding the rights of students with disabilities and the pedagogical means to support them in the classroom. Yet, few programs focus on how to discuss disability with students (Abernathy & Taylor, 2009; Cosier & Pearson, 2016). Once they enter into practice, many teachers hesitate to engage students in conversations about disabilities because they are unsure of what to say or fear offending students with disabilities (Crowson & Brandes, 2014; Gay & Howard, 2000). Because there is scant literature on how to best prepare pre-service teachers to hold disability-related discussions in their future classrooms, in this article, the authors aim to fill a void in current practice by providing examples of activities, assessments, and related materials that enable pre-service teachers to talk about disabilities.

Interactional diversity, defined as "informal engagement with diverse peers that occurs outside of the classroom," is one way for colleges and universities to facilitate connections between and among students (Bowman, 2010). Little is known, however, about the enduring effects of interactional diversity, particularly as it relates to disability. LEAD, an institutional, undergraduate disability awareness group, provides context for the exploration of interactional diversity and disability. The purpose of this retrospective, qualitative study was to understand what 17 LEAD alumni believed they learned as a result of their interactions with peers with disabilities. The results of this research highlight the potential of collegiate disability awareness groups and their importance as a possibility for promoting interactional diversity.

This qualitative case study examines the experiences of 27 university students participating in LEVEL, a campus-based group that pairs undergraduates (enactors) and their classmates, who self-identify as having physical disabilities (recipients). The purpose of this research was to understand how enactors' perceptions of physical disability were shaped by their participation in LEVEL. The conceptual framework used to guide this research melds Gordon Allport's (1954) social theory of prejudice with disability-based constructs. In addition, it draws on Allport's contact theory to discuss ways to reduce prejudice, especially as it relates to individuals with disabilities. Findings reveal that contact promotes the formation of friendships; increased contact influences language and perceptions of disability; and physical barriers engender social barriers. Since there are few on-campus groups that bridge academic and social environments between students of all abilities in a positive and meaningful way, participation in LEVEL represents 1 such point of interaction. By creating social spaces for individuals with disabilities and their typically abled peers to connect, LEVEL offers a promising new way to think about how to meet the needs of an underserved population. Because research on social contact between college students and their peers with physical disabilities is limited, this study works to fill this void.

Although much research addresses prejudice toward and discrimination of individuals with disabilities, few studies engage with the concept of "ability privilege," or the benefits that typically abled individuals are afforded in relation to their position within the hegemony. Given the fledgling nature of research on ability privilege, it is both useful and necessary to examine how and where this construct might be discussed. The purpose of this qualitative case study was to explore how undergraduate students in an introduction to disability studies course, premised on a social justice orientation, engaged with ability privilege. Findings revealed that coursework and related partnerships provided participants with exposure to ability privilege, and participants utilized the constructs of ableism, rhetoric, and accessibility in order to recognize advantages they were afforded on account of their ability status. The results of this study have direct significance in aiding the design of coursework that pushes students to engage with their ability privilege. Moreover, this study endeavors to contribute to and extend upon nascent conversations related to this construct.

In a 2007 issue of "Multicultural Perspectives," Johnson and Nieto highlighted the need for more deliberate, robust, and balanced conversations regarding disability, especially within the context of multicultural education. Although researchers echo the importance of disability-based discussions and related curriculum, disability programming at the elementary and secondary levels is often sporadic or non-existent. This article melds Banks' (2004) five dimensions of multicultural education with disability-based constructs in order to provide a set of tools for fortifying teachers' knowledge base regarding disability and considering how disability can become a more integral part of the multicultural classroom.

Presently, there is limited research that explores how the nature of pre-service teachers' prior experience informs their dispositional development, and it has yet to be determined whether the pedagogical needs of these prospective teachers vary based on their level of prior exposure. This qualitative case study examines the dispositions of three pre-service teachers enrolled in a year-long graduate education programme in the United States and considers the role that prior experience plays in their dispositional development. Findings from this study reveal that participants' dispositions appear to be affected more significantly by coursework and fieldwork than by prior experience, and the culture of the school plays a critical role in a pre-service teachers' dispositional development. This study addresses gaps in current research by offering insight into the nuanced nature of pre-service teachers' dispositional development.

Presently, most mental health practitioners in the United States are educated, trained, and employed in a system focused on curing or changing autistic people. As a result, mental health practitioners may exhibit anti-autistic bias—any form of bias that degrades, devalues, or others autistic people or traits — when engaged with autistic clients. Since the collaborative relationship between therapist and client, termed the "therapeutic alliance," is often viewed as the most influential element of therapeutic effectiveness, our phenomenological study examined 14 autistic adults' experiences with anti-autistic bias in the therapeutic alliance and the relationship they perceive it has on their self-esteem. Findings, determined through thematic analysis, reveal implicit, unintentional bias was manifested through clinical assumptions about autism, explicit, overt bias was expressed through feelings of intentional harm, and repair of self-esteem was shown through positive alliances. Based on the findings of this study, we offer recommendations to help mental health practitioners and mental health practitioner training programs better serve autistic clients. This study addresses a significant gap in current research on anti-autistic bias in the mental health field and the overall well-being of autistic individuals. Many mental health practitioners in the United States are trained to cure or change autistic people. Some of these mental health practitioners may show anti-autistic bia s when working with autistic clients. Anti-autistic bias is any kind of bias that degrades, devalues, or others autistic people or autistic traits. Anti-autistic bias is especially problematic when mental health practitioners and clients are engaged in the therapeutic alliance, which is the collaborative relationship between a therapist and client. The therapeutic alliance is one of most important parts of an effective therapeutic relationship. Our interview-based study examined 14 autistic adults' experiences with anti-autistic bias in the therapeutic alliance and the relationship they felt it has on their self-esteem. Results from this research showed that some mental health practitioners expressed hidden and unrealized bias when working with autistic clients, such as making assumptions about what it means to be autistic. Results also showed that some mental health practitioners were intentionally biased and openly harmful to their autistic clients. Both forms of bias negatively affected participant self-esteem. Based on the findings of this study, we offer recommendations to help mental health practitioners and mental health practitioner training programs better serve autistic clients. This study addresses a significant gap in current research on anti-autistic bias in the mental health field and the overall well-being of autistic individuals. [ABSTRACT FROM AUTHOR]

Given the subjective nature of some disability diagnoses, one way to mitigate the disproportionate referral of students of color for Special Education in the United States is by unearthing teachers' deep-seated biases regarding race and ability. Drawing on Freire's (1970) theory of critical consciousness, we unpack the role that teacher dispositions play in upholding racism and ableism, and we offer strategies aimed to address teacher bias and ableist/racist practices. We use the Individuals with Disabilities Education Act as an example of institutional racism and ableism in the United States and consider how teacher dispositions can fuel disproportionality. Because of the importance of teacher training as an entry point into one's career in education, we specifically focus on the teacher preparation period as a time and space where pre-service teachers (PSTs) can engage with their dispositions and offer concrete strategies that teacher educators can employ with PSTs. [ABSTRACT FROM AUTHOR]

This study describes a service-learning partnership between a Mid-Atlantic university and two private, urban high schools by examining the perspectives of those engaged in the service experience. The purpose of this study was to explore the shared experiences of service-learning in schools from the perspectives of both university and high school participants. The key findings of this study reveal that clear and consistent responsibilities, roles, and goals are critical to developing partnerships; relationship building engenders growth of both university and high school participants; service-learning allows for practical application of course content; high school participants desire non-hierarchical relationships with university participants; and participants are able to identify similarities despite their differences. These findings highlight important aspects of the service-learning experience for both sets of participants, as well as suggest directions for course instructors to build partnerships that foster reciprocal relationships and create environments that address issues of power and privilege.

When attending to dispositions, or educators' assumptions and beliefs about teaching, learning, and students, teacher educators must develop a discourse that examines disability in terms of power and privilege. This article synthesizes literature related to critical race theory (CRT) and disability theory to elucidate the need for a critical ability theory in teacher education. Combining the tenets of CRT and disability theories provides a lens for viewing how power and privilege affect public and private conceptions of what it means to have a special need. Because recognition of privilege and identity serve as the cornerstones of dispositional development, prospective teachers should be asked to examine their dispositions through this lens. This article offers a novel way to explore the dispositions construct, as previous literature has not examined the ways that privilege and identity intersect with disability and teacher dispositions.

Teachers play a key role in fostering a positive view of disabilities by facilitating classroom conversations that promote awareness, understanding, and acceptance of human differences. However, research has indicated that many teachers are reluctant to talk about disabilities with their students because they are unsure of what to say or fear offending disabled students. Embedding disability studies in education perspectives into teacher preparation coursework can encourage future educators to critically analyse issues related to disability as well as to become more conversant in issues surrounding disability. This qualitative study of pre-service teachers (PSTs) in the United States characterises PSTs' emerging understanding of disability by analysing an assignment in which PSTs read and critically analyse fiction about a disabled character. This study provides insight into areas of PST growth as well as areas where continued development is necessary. [ABSTRACT FROM AUTHOR]

Although disabled people encounter discrimination in almost every facet of life – such as employment, housing, education, healthcare, and transportation – disability is often missing from conversations regarding social justice. Disability-related discussion (DRD) in English Language Arts (ELA) offers an inroad to having students view disability through a social justice lens. This exploratory, qualitative study examines the factors that influence 13 secondary (6–12) ELA teachers' decisions to lead (or refrain from leading) DRD in classrooms in the United States. Findings reveal that primary factors that helped or hindered DRD included the role of subject/curriculum, school and classroom culture, and personal factors. Participants also expressed a desire for professional development related to DRD, as well as increased curricular representation within ELA. This study represents a critical first step in solidifying disability as a component of social justice by identifying factors that secondary ELA teachers encounter when attempting to discuss disability in their classrooms. [ABSTRACT FROM AUTHOR]

Research suggests that in classrooms across the United States, teachers are hesitant to engage students in a discussion about disability. However, if children are not given opportunities to talk about disability, they run the risk of internalizing disability stereotypes or believing that discussing disability is not appropriate. In this paper, we use an explanatory, instrumental qualitative case study design to understand how 30 pre-service teachers (PSTs) notice and name disability when describing ideas for using children's literature in the classroom. Additionally, we operationalize and build on Sapon-Shevin's categorization of teachers' responses to ableist behavior to examine the nuances of PST discussion. We found that most PSTs chose not to talk about disability or presented disability in a generic or potentially problematic way. This research provides necessary insight into the ways that teacher education programs can work with PSTs to effectively engage in disability discussion. [ABSTRACT FROM AUTHOR]

Students with disabilities are at greater risk for depression, substance use, bullying, and fewer friendships, largely due to negative attitudes and misperceptions from their nondisabled peers. School counselors are particularly important stakeholders in improving the experiences of students with disabilities. This qualitative study uses the American Counseling Association (ACA) Advocacy Competencies as a lens to understand how six school counselors raise disability awareness within the context of social justice advocacy. Results indicate that participants primarily focused on ways to advocate alongside or on behalf of students with disabilities at an individual level (client/student domain). Additional findings highlight the need for increased disabilityrelated training within counselor preparation programs and the importance of including disability issues within the frame of multicultural competence. The results of this study fill a gap in the literature and lead to a deeper understanding of how school counselors are presently engaging in disability programs in their schools. Additionally, findings from this research directly aid in the construction of coursework and related experiences that would enhance the preparation of pre-service school counselors. [ABSTRACT FROM AUTHOR]

Teacher preparation programs play a seminal role in the development of prospective teachers, as they provide future educators with information regarding the rights of students with disabilities and the pedagogical means to support them in the classroom. Yet, few programs focus on how to discuss disability with students (Abernathy & Taylor, 2009; Cosier & Pearson, 2016). Once they enter into practice, many teachers hesitate to engage students in conversations about disabilities because they are unsure of what to say or fear offending students with disabilities (Crowson & Brandes, 2014; Gay & Howard, 2000). Because there is scant literature on how to best prepare pre-service teachers to hold disability-related discussions in their future classrooms, in this article, the authors aim to fill a void in current practice by providing examples of activities, assessments, and related materials that enable pre-service teachers to talk about disabilities. [ABSTRACT FROM AUTHOR]

Presently, there is limited research that explores how the nature of pre-service teachers’ prior experience informs their dispositional development, and it has yet to be determined whether the pedagogical needs of these prospective teachers vary based on their level of prior exposure. This qualitative case study examines the dispositions of three pre-service teachers enrolled in a year-long graduate education programme in the United States and considers the role that prior experience plays in their dispositional development. Findings from this study reveal that participants’ dispositions appear to be affected more significantly by coursework and fieldwork than by prior experience, and the culture of the school plays a critical role in a pre-service teachers’ dispositional development. This study addresses gaps in current research by offering insight into the nuanced nature of pre-service teachers’ dispositional development. [ABSTRACT FROM PUBLISHER]

While scholars have indicated that social involvement is crucial to students' development and success in college life and beyond, very little empirical research investigates how students with disabilities become socially integrated in college settings. In response, this qualitative study examines the social experiences of five college students with physical disabilities who participate in LEVEL, a student organization that aims to create accessible social experiences for students of all abilities and educate students and the broader community about ableism. The key findings of this study revealed that participants experienced feelings of isolation prior to joining LEVEL, LEVEL provided an opportunity to dispel ableist assumptions and misconceptions, and LEVEL engendered the formation of friendships. These findings have direct significance in advancing the field of disability in higher education and aiding in the design of collegiate programs and organizations that raise ableism awareness and foster social integration between students of all abilities. [ABSTRACT FROM AUTHOR]