Abstract
Teacher preparation programs are charged with preparing educators who understand biases and work toward fostering inclusivity in their classrooms. This study explores the knowledge and perceptions of teacher candidates in an education of the deaf and hard of hearing program related to ableism, audism, and inclusivity. and suggest next steps for developing competencies in these areas. Teacher candidates indicated varying levels of familiarity, views of impact, and the ability to provide accurate definitions of these terms, indicating the need for explicit and scaffolded exposure to the ideas of ableism, audism, and inclusivity across multiple courses within teacher preparation programs.
Recommended Citation
Gremp, Michelle A.
(2026)
"Exploring “isms” in Teacher Preparation: What are the Views of Teacher Candidates?,"
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children: Vol. 12:
Iss.
1, Article 4.
DOI: https://doi.org/10.61611/2995-5904.1072
Available at:
https://digitalcommons.murraystate.edu/ktej/vol12/iss1/4
Included in
Higher Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Special Education and Teaching Commons