Social Model of Disability: Reframing Disability In Teacher Education Programs and Classrooms

15-year-old Harrison presents “Dear Teacher,” followed by personal/professional perspectives of an Education Professor who is Autistic, and a Special Education Teacher who is Harrison’s mom. Elizabeth Grace and Leah Kelley examine the value and importance of reframing disability as part of the natural diversity of human experience, and how this can inform our practice and support of those who experience the word differently. At the end of this session:  • participants will be able to describe, compare and contrast the social model of disability with a medicalized model   • participants will summarize the benefits of the social model of disability and how this is a useful paradigm for building an inclusive society that effectively supports people with disabilities   • participants will explain the positive impact of acceptance and inclusion that is promoted by the social model of disability  • participants will respond to a first hand account of Autistic teen’s expression of how he experiences the world, what he needs from a teacher, and how framing disability as a part of a natural part of the diversity of human experience empowers advocacy in youth  • participants will be able to access materials, information, and resources to support them in further exploring the social model of disability, in order to incorporate these ideas in teacher education programs and/or classrooms.

Leah Kelley, Elizabeth Grace, Harrison Scott