Multicultural and disability agendas in teacher education: preparing teachers for diversity

Abstract

America's schools have become increasingly diverse, both in terms of traditional multicultural markers (race, class, ethnicity) and the inclusion of students with disabilities. Preparing teachers to meet the needs of all students and to work actively to promote social justice and equity requires a careful analysis of how teachers are prepared to work with diverse learners. This paper examines multicultural education textbooks and those used in introductory special education classrooms in order to assess how each set of texts treats the others' issues. This analysis is followed by reports of conversations with teacher education leaders addressing how their teacher education programmes include issues of multicultural education and disability and the relationships and connections between those two areas. We conclude with recommendations for continuing the conversation regarding the multicultural-disability interface and urge the identification of common agendas for teacher education reform.