Pre-service Teachers as Advocates of Social Inclusion of Individuals with Intellectual Disabilities

Using action research techniques with rural teacher candidates, I address their motivation to become effective advocates for individuals with intellectual disabilities in the school and in the community. I examine the kinds of preparation they find most effective for increasing their ability and confidence in advocacy for individuals with ID.

Participants will be able to obtain relevant information for developing courses and programs for undergraduates that have an impact on the beliefs and practices of advocacy in schools. They will be able to reflect on and recognize valuable assessment and teaching skills that lead to improved personnel preparation with respect to collaboration and inclusive practices.

Joseph Cosgriff