Explorer l'efficacite des cours sur le handicap concernant les croyances des futurs enseignants a propos du handicap

Titre original en anglais : Exploring the Efficacy of Disability Coursework on Preservice Teachers’ Beliefs About Disability

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VanUitert, V. J., Brown, B., & Santhanam, S. p. (2025). Exploring the Efficacy of Disability Coursework on Preservice Teachers’ Beliefs About Disability. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 48(4), 272-291. https://doi.org/10.1177/08884064251386800

Date de publication: 29/10/2025 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
3
Auteur·ices de la publication identifié·es comme autistes
1 / 3 (33,3 %)
  1. Victoria J. VanUitert *
  2. Bailee Brown
  3. Siva priya Santhanam

Résumé

Les croyances des enseignants concernant les capacites de leurs eleves handicapes ont une incidence sur le bien-etre et la reussite des eleves. Ces croyances orientent souvent les decisions et les pratiques pedagogiques des enseignants, ce qui peut influencer la qualite de l'experience d'apprentissage des eleves handicapes. Les croyances sont couramment etablies tot et peuvent etre difficiles a modifier, bien que cela ne soit pas impossible. Dans la presente etude a methodes mixtes, 57 futurs enseignants poursuivant une double certification en enseignement general et en education specialisee ont recu du materiel lie aux etudes sur le handicap dans le cadre de leur cours de methodes en education specialisee. Au debut et a la fin du semestre, les participants ont redige une definition du handicap et ont rempli une enquete sur les croyances concernant leurs perceptions des personnes handicapees. Certains sujets comprenaient l'usage du langage, le validisme, la neurodiversite, l'intersectionnalite et l'accessibilite. Les etudiants se sont engages dans ces sujets par le biais de discussions et d'occasions de reflexion. Les resultats ont montre certaines evolutions positives dans la comprehension du handicap par les futurs enseignants ; toutefois, il reste encore beaucoup de place pour l'amelioration. Les implications et les prochaines etapes sont examinees.

Teachers’ beliefs about their disabled students’ abilities impact students’ well-being and success. These beliefs often inform teachers’ decisions and instructional practices, which can influence the quality of disabled students’ learning experience. Beliefs are commonly established early on and can be difficult to shift, although not impossible. In the current mixed-methods study, 57 preservice teachers pursuing a dual licensure in general and special education were taught disability-studies-related material within their special education methods course. At the beginning and end of the semester, participants wrote a definition for disability and completed a belief survey regarding their perspectives of people with disabilities. Some topics included language usage, ableism, neurodiversity, intersectionality, and accessibility. Students engaged with the topics through discussions and reflection opportunities. Results showed some positive shifts in preservice teacher understanding of disability; however, there is still much room for growth. Implications and next steps are discussed.

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Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:31.

Références citées
56
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
2 / 56 (3,6 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
4 / 106 (3,8 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 4 / 11 (36,4 %). Auteurices cité·es distinct·es identifié·es comme autistes : 4 / 94 (4,3 %).
Occurrences citées rattachées à la base AutiHub
11 / 106 (10,4 %)
Auteurices cité·es distinct·es rattaché·es : 9 / 94 (9,6 %)
Occurrences rattachées, non identifiées comme autistes
7 / 11 (63,6 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 7 / 106 (6,6 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 5 / 9 (55,6 %).
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