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CC BY-NC-ND V4.0, Open Access
Journal article
Differentiate! But don't expect it for yourself' experiences of teachers with disability undertaking high-stakes testing in ableist education assemblages
International Journal of Inclusive Education
2025
Appears in Open Access via Read & Publish Agreements
Abstract
This research paper explores the experiences of pre-service teachers (PST) with disability undertaking high-stakes teacher tests in Australia. In increasingly diverse classrooms, teachers are expected to provide a range of differentiation strategies in their learning and teaching to ensure all students are included in classrooms. This need for appropriate classroom differentiation is mandated to PSTs who are undergoing their initial teacher education studies. However, our research highlights how high-stakes teacher tests that all Australian PSTs must pass in order to graduate, fail to differentiate for disability. Our research findings shed light on how PSTs with disability have a passion for differentiation and are developing disability identity and advocacy. Yet ableist practices, including the costs of disclosure and inadequate assessment accommodations, marginalise and exclude these valuable teachers.
Details
- Title
- Differentiate! But don't expect it for yourself' experiences of teachers with disability undertaking high-stakes testing in ableist education assemblages
- Authors/Creators
- Alison L Hilton EdD (Corresponding Author) - Murdoch University, School of EducationKirsten Lambert (Author)
- Publication Details
- International Journal of Inclusive Education
- Publisher
- Informa UK Limited, trading as Taylor & Francis Group
- Identifiers
- 991005808248807891
- Copyright
- © 2025 The Author(s).
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
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