Examining the impact of disability studies in education-infused curriculum on attitudes towards inclusion in a U.S. secondary teacher education programme

This paper examines the impact of Disability Studies in Education (DSE) aligned curriculum at a United States university on the attitudes of general education pre-service teachers toward inclusive practices. The study employed a pretest-posttest design to compare the attitudes of teacher candidates at the beginning and end of a course that focused on inclusive instruction. Findings indicate that the course positively influenced students’ attitudes towards inclusion, particularly in their affective beliefs. Students identified several DSE topics and their cooperating teachers as influential in shaping their inclusive attitudes. We discuss implications of the findings on the development of courses aimed at fostering inclusive attitudes and supporting teachers to navigate the tension between school practices and perspectives in DSE.