‘He is more like us, looking for a person to date and eventually share his life with’: perspectives of undergraduate students on being a member of a ‘circle of support’

Abstract

Based on a qualitative study, this article describes how undergraduate students in a teacher preparation program construct and make meaning of their experiences in supporting an adult with a disability as the member of a ‘circle of support’. Data were collected through detailed reflection journals that were submitted by the students. Findings indicate that being a ‘circle member’ enabled students to challenge stereotypical perceptions of disability, expand their understanding of relationships and the ways in which they are created or sustained within a community as well as develop an increased awareness of the exclusionary experiences that people with disabilities often face. The findings of this study suggest that field experiences that place pre‐service teachers in non hierarchical relationships with people with disabilities could play a crucial role in encouraging future teachers to challenge the dominant views of disability.

Keywords:

• qualitative
• undergraduate students
• teacher preparation
• ‘circle of support’
• field experiences
• non hierarchical relationships