Making the Shift in Theoretical Orientation and Teaching Practices to Disability Studies: Two Educators’ Narrative Journey

Abstract

Abstract In this study, two teacher educators share their educational journey using narrative inquiry. Specifically, the authors share how they learned to ground their teaching and research in disability studies, what they have learned in the field to become better teachers for their students in (special) education, and why the shift in their theoretical framework and teaching might be relevant to other educators.