Abstract:
The present study investigated the disability microaggressions toward students in inclusive settings shown by counselors, teachers, administrators, the parents of students without disabilities, and the peers of students in inclusive settings. In addition to understanding disability microaggressions, the changes in counselors’ perceptions regarding students in inclusive settings over time and school counselors’ current and future practices to create a social justice-based learning environment for students in inclusive settings were investigated. In this qualitative study, interviews were conducted with 13 counselors working at public primary and secondary schools in Bağcılar, İstanbul to understand both counselors’ own disability microaggressions and their observations regarding discriminations toward students in inclusive settings. Data was analyzed through utilizing consensual qualitative research method. The findings indicated that school counselors mostly showed disability microaggressions; namely patronization, secondary gain, spread effect, and otherization. The microaggressive acts shown by teachers and administrators were mostly grouped as second class citizenship and systemic discriminations. Also, the parents and the peers showed mostly direct discriminations toward students in inclusive settings. The changes in counselors’ perceptions were mostly related to their knowledge levels in inclusive educational practices; and their practices in the field of disability were mostly limited to their legal and professional requirements, other than social justice-based practices. The practical implications for school counselors and policy makers were also discussed.
