Article ID: 36.0081
This study investigates the perceptions of special needs education teachers in high school with regard to the transformative process of disability acceptance among students with mild intellectual disabilities (MID). Semi-structured interviews were conducted with 21 teachers, generating 47 cases. The study employed the modified grounded theory approach (M-GTA) for data analysis. The results indicated that teachers perceive disability acceptance as primarily comprising three key components: Recognition of personal limitations, utilization of institutional frameworks for individuals with disabilities, and acceptance of being categorized as having MID. Based on the cases, the findings revealed certain discrepancies regarding the degree of transformation among the aforementioned components. Additionally, a number of teachers critically perceived the concept of disability acceptance, expressed difficulty in determining whether or not students had accepted MID, and questioned the necessity of disability acceptance among students.
【Research Impact】
The first impact of this study lies in its empirical elucidation of the transformative process of disability acceptance among students with MID from the perspective of special needs education teachers. Previous scholars had only clinically discussed the process in special needs education. The second impact pertains to the identification of a new perspective on disability acceptance, that is, “respecting a way of life that does not involve disability acceptance.” Teachers frequently face the challenges of navigating between honoring the reluctance of students to accept MID and addressing the practical need for institutional support.
