Abstract:
This chapter recounts an investigation of my teaching practice as an adult educator in the field of disability studies. It is an account of a period of self-study comprising reading, reflection, action and consultation with a critical friend. The study was motivated by a developing consciousness that my work with ‘special’ educators and teachers could have the unintended consequence of contributing to the maintenance of separatist educational understandings of children with significant disabilities (McLean, 2005).