Using a transdisciplinary model to address inequities in field placements for teacher candidates with disabilities

Abstract

This paper examines the contradiction between articulated university policy on diversity/inclusion and actual practice with regard to field placements for teacher candidates with disabilities. Analysis of a unique case study involving a teacher candidate with traumatic brain injury illustrates the inequities of the traditional concern conference method to addressing problems in the field. Authors propose a transdisciplinary team model as a more inclusive approach to capitalising on the strengths of teacher candidates.

Keywords:

• disability
• higher education
• inclusive education
• special education