A disability studies in education analysis using student and faculty perspectives of the special education edTPA

Abstract

This chapter analyzes the special education edTPA handbook through a disability studies perspective. This analysis of the special education edTPA is written by two professors who co-taught a student teaching seminar at one institution and supported its first group of teacher candidates required to submit the edTPA for certification in New York State. Findings show that the edTPA detracted from teacher candidates building competencies that are most essential for competent inclusive educators, that the language and writing of the exam posed difficulties and the edTPA impacted the fieldwork experiences of candidates. We describe these findings and discuss their implications for inclusive and special education as understood through a disability studies perspective.