Abstract

Globally there is a focus on ensuring a more diverse teaching workforce ensuring representation across gender, sexual orientation, race and ethnicity. However, little attention is paid to ensuring the inclusion of disabled teachers. This paper examines the work lives of ten disabled teachers in schools across England. Their experiences suggest that whilst there is a strong discourse on inclusive education within English schools and policies this does not necessarily extend to disabled teachers themselves. Whilst the disabled teachers participating in this research demonstrated ways in which their presence disrupted normative notions of able-bodiedness in education and they actively created spaces for inclusive learning, the majority also reported facing significant discrimination and barriers whilst at work. Urgent change is needed to support disabled teachers to access effective training as well as the removal of barriers to enable disabled teachers to remain in the workforce and progress their careers.

• Points of interest

• Inclusive education is vital in order to ensure education for all.

• Efforts to include teachers with diverse characteristics into the workforce are being promoted globally, however; this rarely includes disabled teachers.

• If education is to be truly inclusive then we need to support and encourage not only children with disabilities, but also work to support and encourage the careers of disabled teachers.

• This study is comprised of in-depth interviews with 10 teachers in England who reflect on what it means to be disabled and to pursue a career in mainstream schools.

摘要

在全球范围内，重点是确保教师队伍更加多样化，确保跨性别、性取向、种族和民族的代表性。然而，很少有人注意确保纳入残疾教师。本文考察了英格兰各地学校中十名残疾教师的工作生活。他们的经验表明，虽然在英语学校和政策中对全纳教育有强烈的讨论，但这并不一定延伸到残疾教师本身。虽然参与这项研究的残疾教师展示了他们的存在破坏了教育中健全的规范观念的方式，并且他们积极为包容性学习创造了空间，但大多数人还报告说，他们在工作中面临着严重的歧视和障碍。

• 兴趣点

• 包容性教育对于确保全民教育至关重要。

• 然而，将具有不同特征的教师纳入劳动力队伍的努力正在全球范围内推广；这很少包括残疾教师。

• 如果教育要真正具有包容性，那么我们不仅需要支持和鼓励残疾儿童，还要努力支持和鼓励残疾教师的职业生涯。

• 这项研究包括对 10 位英格兰教师的深入访谈，他们反思了残疾和在主流学校谋求职业的意义。