Teachers’ beliefs about their disabled students’ abilities impact students’ well-being and success. These beliefs often inform teachers’ decisions and instructional practices, which can influence the quality of disabled students’ learning experience. Beliefs are commonly established early on and can be difficult to shift, although not impossible. In the current mixed-methods study, 57 preservice teachers pursuing a dual licensure in general and special education were taught disability-studies-related material within their special education methods course. At the beginning and end of the semester, participants wrote a definition for disability and completed a belief survey regarding their perspectives of people with disabilities. Some topics included language usage, ableism, neurodiversity, intersectionality, and accessibility. Students engaged with the topics through discussions and reflection opportunities. Results showed some positive shifts in preservice teacher understanding of disability; however, there is still much room for growth. Implications and next steps are discussed.
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