ABSTRACT

Equity of access to education is an important focus of educational provision in Aotearoa New Zealand, and especially so for priority groups, among them student teachers with disabilities. In this article, we begin by looking at the current requirements for qualifying as an early childhood education (ECE) teacher, and what tertiary education providers need to do to support student teachers with disabilities. We then present findings from our disability survey in ECE and report on the training experiences of student teachers with disabilities. Findings identified, among other challenges, whether, how and why these students choose to disclose or minimise their disability to initial teacher education (ITE) providers, their home ECE setting, and within the demanding context of professional experience [thereafter referred to as practicum] placements. However, respondents also described positive experiences that point to ways of supporting student teachers with disabilities to qualify as ECE teachers. The findings in this regard emphasise the importance of ITE providers and ECE services being fully aware of their legislative and policy obligations to ensure people with disabilities can enter ITE programmes and fully engage in them once there. We conclude with recommendations aimed at addressing the identified challenges.

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