The issue of disability and schooling has interested educational researchers throughout the 20th century. The implication of "otherness" when considering disabilities and schooling has been replaced, in theory if not in practice, by "normalisation" or "mainstreaming. " For such a replacement to become a totally accepted practice, normalisation must commence with initial teacher education programs. In this paper we offer some insights into how teacher education might represent the standpoint of people with disabilities. We also address the question of how an initial teacher education program might operationalise the foundational concepts of equity and social justice in educational studies courses.
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