UCLA

Teacher education programs strive to promote social justice and critical thinking among candidates. However, limited attention is given to ableism and disability rights. This study investigates how special education teacher candidates discuss disabilities and the future of students with developmental disabilities, as well as their motivation to work in the field. Ten candidates from an urban Hispanic-serving institution participated in semi-structured interviews. The findings highlight a lack of experiences beyond the classroom and emphasize the need for a critical framework and disability studies perspective in teacher preparation programs. Addressing these gaps can enhance the understanding and support provided by future special education teachers to individuals with diverse needs.