Development of the AEECI: investigating teacher perceptions of ableism in education using an epistemic cognition model

In today's educational landscape, the push for inclusive education has never been more important. Despite decades of research supporting the benefits of inclusivity, many students with disabilities continue to face significant barriers within the educational system, often due to subtle yet pervasive forms of discrimination known as ableism. This dissertation explores how teachers can better identify and understand ableism through the lens of epistemic cognition—an approach that examines how beliefs about knowledge influence understanding and action.

Using an innovative epistemic cognition model, this study delves into the ways teachers perceive ableist attitudes and practices within their teaching environments. The research reveals that while teachers generally support inclusive education, they often struggle to recognize and address the root causes of ableism, which can range from personal biases to systemic issues within the education system.

By equipping teachers with the tools to better identify and challenge these ingrained biases, this dissertation aims to pave the way for more effective strategies in fostering truly inclusive classrooms. This is crucial not only for improving educational outcomes for students with disabilities but also for enriching the learning environment for all students. Through this work, we begin to uncover the complex layers of ableism in education, providing a foundation for ongoing advocacy and change toward a more inclusive and equitable educational landscape.