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

Kristina M. Valtierra, Lesley N. Siegel

Abstract


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


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DOI: https://doi.org/10.5430/jct.v8n3p111

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Journal of Curriculum and Teaching

ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)

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