A Tale of Two Educators: An Observational Case Study
This publication is included in the Autistic Autism Scholarship Project. two authors of this publication are identified as autistic in the project.
About the autistic author markerBowling Green State University, Victoria VanUitert, V., Zepp, L., University of Wisconsin- Whitewater, Malone, J., Missouri Western State University, McGuire, S., Bowling Green State University, Newson, A., University of Oregon, Deger, G., Penn State University- Abington, Core, S., & University of Washington (2025). A Tale of Two Educators: An Observational Case Study. Journal of Case Learning and Exceptional Learners, 0(1), 40-53. https://doi.org/10.20429/jclel.2024.000105
This publication is integrated into AutiHub through:
Authors
Abstract
Increasing numbers of disabled and neurodivergent students are enrolling in postsecondary institutions, including teacher preparation programs. Although teacher educators strive to prepare their students to use strategies and provide support effectively in their future classrooms, many of these educators need tools to offer comparable services to disabled and neurodivergent preservice teachers. Specifically, disabled and neurodivergent preservice teachers have reported barriers to disclosing their disabilities and receiving access to needed accommodations. Instead, they report feeling scrutinized as to whether they are capable of being teachers due to their disability. These experiences seem to be especially pronounced during their teaching placement, and one of the biggest issues reported is that some cooperating teachers did not provide support with instructional skills such as lesson planning or classroom management, leading the disabled and neurodivergent students to struggle. As a result, some of these students exit the field, which may contribute to the significant underrepresentation of disabled and neurodivergent teachers. To address these concerns, this observation-based case study will focus upon a commonly used measure to assess preservice teacher development called disposition rubrics. This case shares the experiences of two individuals: a higher education faculty member of teacher preparation and a neurodivergent pre-service teacher candidate, specifically an autistic teacher candidate with anxiety and depression. This case study will provide opportunities for both teacher educators and pre-service teacher candidates to reflect upon (a) the nature of disposition statements and (b) what supports might be needed to improve outcomes of neurodivergent and disabled pre-service teachers. Reflective questions focus on ways that dispositions can be adjusted to enhance success of all preservice teachers, including neurodivergent and disabled ones.
Bibliography cited by this reference
Cited references are imported from external metadata sources when they are available. The list may be partial.
Cited bibliography overview
These indicators describe the bibliography cited by this publication. An author name is counted each time it appears in one cited reference, so the same person can be counted more than once. Names not yet linked to an author already present in AutiHub are treated as unknown, not as non-autistic. Last computed: 2 Oct 2026 08:12.
- With a DOI
- 6
- Without a DOI, from raw bibliography text
- 0
- References with detected author names
- 7 / 7 (100.0%)
- Without detected author names
- 0
- Without a structured title
- 0
- Without a stable identifier
- 0
- References with raw author names still to review
- 0
- References with external metadata lookup issues
- 0
- From DOI or external metadata
- 16
- From validated raw bibliography text
- 0
- Raw names already validated
- 0
- Raw names still to review
- 0
-
Dana S. Dunn , Erin E. Andrews (2015). Person-first and identity-first language: Developing psychologists’ cultural competence using disability language. American Psychologist, 70(3), 255-264. American Psychological Association (APA).OpenAlex OpenCitations
-
Nicole Brown , Jennifer Leigh (2018). Ableism in academia: where are the disabled and ill academics? Disability & Society, 33(6), 985-989. Informa UK Limited.OpenCitations
-
Meghan Cosier , Christine Ashby (2016). Enacting Change from Within: Disability Studies Meets Teaching and Teacher Education .Type: Article OpenAlex: https://openalex.org/W2625377925OpenAlex
-
Kristen Bottema-Beutel , Steven K. Kapp *Autistic author. Learn more… , Jessica Nina Lester , Noah Sasson , Brittany N. Hand (2021). Avoiding Ableist Language: Suggestions for Autism Researchers . Autism in Adulthood, 3(1), 18-29. SAGE Publications.
-
Alicia A. Broderick , Priya Lalvani (2017). Dysconscious ableism: toward a liberatory praxis in teacher education . International Journal of Inclusive Education, 21(9), 894-905. Informa UK Limited.OpenCitations
-
Elizabeth Grobart , Lauren Zepp (2024). Embedding High-Leverage Practices into Special Education Field Experiences . Journal of Special Education Preparation, 1-12. Ball State University Libraries.OpenAlex OpenCitations
-
Christa S. Bialka (2015). Deconstructing Dispositions: Toward a Critical Ability Theory in Teacher Education . Action in Teacher Education, 37(2), 138-155. Informa UK Limited.Type: Article DOI: 10.1080/01626620.2015.1004602OpenCitations