Abstract
Inverse inclusion, a novel pedagogy, transforms preservice teachers’ dispositions about disability and inclusion during an action research study of two university intercession service learning course collaborations with a community-based art program for disabled adults (clients). In this approach, university students (preservice teachers) rotate and reflect on roles as student, teacher, teacher’s assistant, and observer within an inclusive art class. Among these rotations, the student position relinquishes their hierarchical perspective as teacher, assistant, and observer, and situates them as a collaborative learner, conducive to building egalitarian relationships with clients. Based on qualitative data from university student participants in the form of pre- and post-questionnaires, reflections, and focus group interviews, most students transformed their perceptions about disability, increased their own confidence and advocacy for teaching in an inclusion setting, and were most influenced during their role as student working alongside clients.
DOI
https://doi.org/10.25889/g4a7-h321
Rights
© The Author(s). This work is licensed under a Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/).
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
LaPorte, Angela M.
(2019)
"Inverse Inclusion: Transforming Dispositions of Disability and Inclusion,"
International Journal of Lifelong Learning in Art Education: Vol. 2, Article 6.
Available at:
https://scholarscompass.vcu.edu/ijllae/vol2/iss1/6
Collaborating on claymation story development
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Creating stop-motion claymation
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Sketching at the museum gardens
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Developing collaborative garden designs