Abstract
This case study reports on a general education, preservice teacher book club. The club read young adult literature in which the central character had an intellectual disability. Although all fears were not alleviated, general education preservice teachers reported a higher comfort level about teaching in inclusive classrooms after seeing life through the eyes of their fictional character. Getting to know their character gave them a level of exposure to a disabled person with a disability they may have been too uncomfortable to explore with a “real” person. With this new understanding, preservice teachers had a context in which to share concerns about inclusive teaching with their literature circle.
Recommended Citation
Horn, Suzanne; Morgan, Cheryl; and Heim, Annette
(2021)
"Now I Know Someone with a Disability: Using Fiction to Help General Education Preservice Teachers Understand the Inclusion Classroom,"
Teacher Education Journal of South Carolina: Vol. 15:
No.
1, Article 5.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol15/iss1/5