Excluding Critical Disability Studies from Teacher Education: A Critical Qualitative Content Analysis
Bibliographic record
Abstract
Critical Disability Studies (CDS) offers both theoretical insights and practical foundations to reduce ableism in education.This research investigates the extent to, and specific ways in, which CDS content is represented in inclusive education courses within an undergraduate teacher certification program.Employing qualitative content analysis informed by critical qualitative research and a CDS methodology, twenty syllabi of two required inclusive education courses within a university teacher education program were examined.The findings reveal a scarcity of CDS elements in inclusive education courses designed for pre-service teachers.The study concludes that CDS informed content is severely underrepresented in teacher preparation programs, specifically within inclusive education.This omission has several problematic implications for teacher education which are included in the discussion.My research also offers recommendations to improve these courses by enhancing Critical Disability Studies related content, and suggests avenues for future research.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.131 | 0.395 |
| Meta-epidemiology (narrow) | 0.001 | 0.002 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.009 | 0.011 |
| Science and technology studies | 0.012 | 0.011 |
| Scholarly communication | 0.011 | 0.008 |
| Open science | 0.004 | 0.011 |
| Research integrity | 0.003 | 0.005 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".