Teaching with difference : barriers and enablers for teachers with impairments in their professional roles

Amidst the current groundswell of inclusive practices adopted in learning institutions, there would appear to be a paucity of research regarding the barriers and enablers experienced by teachers with impairments in Australian education systems (Burke, 2016; Pritchard, 2010; Sheridan & Kotevski, 2014). This thesis presents an examination of national and international literature where an imprecise range of issues for teachers with impairments is identified. The social model of disability has been adopted as the overarching theoretical perspective for this study. The conceptualisation of teaching with impairment, rather than about impairment, embodies the notion of teachers with impairments as being culturally relevant educators (Pritchard, 2010). Narrative inquiry, in conjunction with Clandinin and Connelly’s (2000) three-dimensional space approach as a thematical analysis methodology, has been employed and supports the investigation of ten teachers with impairments working in professional education roles within Australia. Narrative interviews were conducted with each of the ten participants with the aim of identifying barriers and enablers within the lived experiences of teachers with impairments. This study identified a silence in relation to teachers with impairments, and to address this silence has amplified the voices of teachers with impairments. Five primary themes emerged from the data to provide insights into barriers and enablers experienced by teachers with impairments. These themes are: Thinking about becoming a teacher; The limiting attitudes of others; Connecting with students and parents; Notions of teaching spaces; and I get by with a little help from my friends. This study found that teachers with impairments do experience adverse attitudes and biases in Australian teaching institutions despite there being laws that have been specifically designed to prevent disability discrimination. Bias, experienced as discrimination towards teachers with impairments, extends to career promotion and workplace advancement opportunities. Conversely, the study also found that respectful conversations about impairment which took place both inside and outside teaching places, highlighted how having open conversations about reasonable adjustments can lead to actions that become enablers for teachers with impairments. This study commences the important work of giving voice to teachers with impairments and creates a space to challenge dominant perspectives. The thesis concludes that more needs to be done to challenge the constructed normative attitudes that are responsible for setting teachers with impairments apart and resulting in them being mostly undetected within the teacher population; Doctor of Philosoph