| Autor: |
Hall, Erin, Griffiths, Veronica, Hartley, Derek, Hohaia-Rollinson, Fleur, Malcolm, Jenny, Purdue, Kerry, Tate, Alice, Solomon, Jackie, Williamson-Garner, Donna |
| Předmět: |
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| Zdroj: |
He Kupu; Oct2024, Vol. 8 Issue 2, p96-109, 14p |
| Abstrakt: |
For student teachers and teachers with disabilities, determining whetherto disclose their disability (that is, self-report) or the extent of it in learning and employment contexts can be a complex dilemma. Before a student teacher or teacher decides to disclose or conceal their disability, they must consider a range of potential responses and disclosure outcomes, including whether they will be considered "ready and fit to teach". Research provides evidence of disabled teachers facing this dilemma from when they apply to enter initial teacher education (ITE) programmes through to when they seek and secure employment as qualified teachers (see, for example, Bellacicco & Demo, 2023; Griffiths et al., 2023a; Ware et al., 2022). The issue of disability disclosure among student teachers and teachers with disabilities in the early childhood education (ECE) sector has received limited attention in Aotearoa New Zealand. This article offers a step towards addressing this lack by looking at the complexities of disclosure decisions among student teachers and teachers with disabilities in their ITE programmes and ECE workplaces, respectively. The article also offers recommendations to address barriers, facilitate disclosure and support inclusion for this group of students and teachers in Aotearoa New Zealand. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
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