This study examines the understandings and beliefs about disability of teacher candidates in a credential program to teach students with extensive support needs and shows how reading first-person narratives by disabled authors in a course influenced these understandings and beliefs. The study used deductive thematic coding to analyze reflective assignments from 21 teacher candidates and semi-structured interviews of seven candidates. Four themes were developed through the coding process including current beliefs, expressing discomfort at disabled authors’ experiences, the reflective process, where they made deep connections to personal experiences in their work, family, and community settings, and a resolve to change their teaching practice. The study recommends adding the perspectives of the disabled individual in teacher preparation texts, creating cognitive dissonance in teacher preparation programs as a first step toward changing ableism in the educational system, including veteran teachers in this conversation through university-school partnerships to encourage diversity, equity, and inclusion for all students.

中文翻译：

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通过残疾作家的作品重塑教师候选人对残疾的看法

本研究考察了资格证书课程中教师候选人对残疾的理解和信念，以教授具有广泛支持需求的学生，并展示了在课程中阅读残疾作者的第一人称叙述如何影响这些理解和信念。该研究使用演绎主题编码来分析 21 名教师候选人的反思作业和 7 名候选人的半结构化访谈。通过编码过程制定了四个主题，包括当前信念、表达对残疾作者经历的不适、反思过程（他们在工作、家庭和社区环境中与个人经历建立了深刻的联系）以及改变教学实践的决心。该研究建议在教师准备文本中添加残疾人的观点，在教师准备项目中造成认知失调，作为改变教育系统中的体能歧视的第一步，通过大学与学校的合作，让经验丰富的教师参与到这场对话中，以鼓励多样性、公平性，并包容所有学生。