Experiences of disabled students in initial teacher education

Abstract

This paper reports on a survey that aimed to explore the experiences of students undertaking initial teacher education and community education degrees in a Scottish university. The survey focused in particular on decisions around disclosure of disability and experiences on ‘placements’ in schools or community work settings. Findings indicated that many students chose not to disclose their disability, and for those who did this was a very individual process that was made up of a series of negotiations, rather than being a one‐off decision. Those students who did choose to discuss their disability during placements reported positive responses on the whole, although for a few students the demands of placement proved problematic. Implications are discussed in the context of the current disability legislation. In particular, the notion of attendance on placement as a required competence standard is considered.

Keywords:

• community education
• disability
• initial teacher education
• student

Acknowledgements

With thanks to all students who participated in the survey, and all staff who assisted in questionnaire development and participant recruitment. Many thanks also to the staff at the University of Edinburgh Disability Office and at the GTCS for helpful discussion of this topic. This research was funded by the University of Edinburgh Development Trust Research Fund.

Notes

1. Abbreviations: Bachelor of Education (B.Ed.); Disability Discrimination Act (DDA); General Teaching Council for Scotland (GTCS); initial teacher education (ITE); professional graduate diploma in education (PGDE); specific learning disability (SpLD); Universities & Colleges Admissions Service (UCAS).