The work lives of disabled teachers: revisiting inclusive education in English schools

Abstract

Globally there is a focus on ensuring a more diverse teaching workforce ensuring representation across gender, sexual orientation, race and ethnicity. However, little attention is paid to ensuring the inclusion of disabled teachers. This paper examines the work lives of ten disabled teachers in schools across England. Their experiences suggest that whilst there is a strong discourse on inclusive education within English schools and policies this does not necessarily extend to disabled teachers themselves. Whilst the disabled teachers participating in this research demonstrated ways in which their presence disrupted normative notions of able-bodiedness in education and they actively created spaces for inclusive learning, the majority also reported facing significant discrimination and barriers whilst at work. Urgent change is needed to support disabled teachers to access effective training as well as the removal of barriers to enable disabled teachers to remain in the workforce and progress their careers.

Points of interest

• Inclusive education is vital in order to ensure education for all.

• Efforts to include teachers with diverse characteristics into the workforce are being promoted globally, however; this rarely includes disabled teachers.

• If education is to be truly inclusive then we need to support and encourage not only children with disabilities, but also work to support and encourage the careers of disabled teachers.

• This study is comprised of in-depth interviews with 10 teachers in England who reflect on what it means to be disabled and to pursue a career in mainstream schools.

Keywords:

• Disabled teachers
• England
• inclusive education
• mainstream schools

Disclosure statement

No potential conflict of interest was reported by the authors.