Dispositions for Inclusive Literacy: Fostering an Equitable and Empowering Education for Academically Diverse Learners

Abstract

This article offers teacher educators’ practical methods for, and shares findings from a study of, developing teachercandidate dispositions for inclusive literacy. Based on the extensive teacher disposition literature, the authors discernthat dispositions for inclusive literacy include the belief that all students have valid ways of being literate; the valueof inclusive literacy experiences for all students; and an attitude that all students should be participants in meaningfulliteracy experiences. Using a within-site case study approach, qualitative thematic analysis of three assignments usedin a literacy teaching methods course suggest that it is possible to shift narrow dispositions to broader and moreinclusive conceptualizations that support struggling readers and students with disabilities in the general educationclassroom. Conclusions suggest that dispositional development toward inclusive literacy can support teachercandidates’ implementation of inclusive literacy practices; thus, fostering an equitable and empowering education foracademically diverse learners.