Embodying Justice: Supporting Teacher Candidates with Disabilities

Autor/in	Antilla-Garza, Julie
Titel	Embodying Justice: Supporting Teacher Candidates with Disabilities
Quelle	In: AILACTE Journal, 12 (2015) 1, S.73-91 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Disabilities; Teacher Education Programs; Preservice Teachers; Social Justice; Elementary Secondary Education; Equal Education; Federal Legislation; Educational Legislation + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Soziale Gerechtigkeit; Bundesrecht; Bildungsrecht; Schulgesetz
Abstract	Teacher Education Departments at most liberal arts colleges serve as professional certification programs as much as departments with academic majors. We train our students to work in P-12 education in an era of inclusion and require them to support their students with disabilities in preparation for college and career. The federal government protects individuals with disabilities while they are students in school and while they are employees in the workplace. Are we doing our part to support our teacher candidates while they are in our programs? As professional certification gatekeepers, do we unnecessarily block students with disabilities from completing their internship? In this article the author discusses these questions and invites readers to support teacher candidates with disabilities as a way to embody justice in education. (As Provided).
Anmerkungen	Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039@umn.edu; Web site: http://www.ailacte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01