One critical responsibility of special education faculty lies in effectively preparing preservice teachers to meet the needs of students with disabilities. This article provides teacher educators with practical strategies for using contact-based interventions as a tool for informing preservice teachers about the unique challenges and strengths of students with disabilities. Faculty members from two different universities employed similar teaching strategies that integrated personal stories from self-advocates with autism into their introductory course curriculum. By collaborating with self-advocates and incorporating their personal perspectives within the courses, the professors created a bridge between theory and practice, ensuring that future educators are equipped to support diverse learners. These narratives can enhance preservice teachers’ understanding while amplifying the voices of individuals with disabilities, thereby promoting empathy and informed practice. This article highlights the professors’ shared commitment to working with self-advocates and illustrates how others can leverage self-advocacy as a pedagogical tool to enrich their teacher candidates’ experience. Self-advocates themselves contributed to the article, demonstrating how authentic voices and lived experience can positively impact course design as well as preservice teachers’ perspectives about disability.
Fast et al. (Tue,) studied this question.