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In inclusive education, Disability Studies is a framework that has been useful for identifying gaps in theory, in practice and the spaces in between. Disability Studies in Education also provides new spaces in which to manoeuvre, re-framing theory, reflecting on and (potentially) shifting practice in classrooms, schools, and national policies and guidelines. In this paper three teacher educators and a school principal describe their work in undergraduate and graduate teacher education, both initial teacher education and in-service professional development. We describe the genesis of our theorising in an ongoing project developing and disseminating a sociocultural approach to assessment,  Narrative Assessment.  We continue to learn about curriculum, pedagogy and assessment in this project. These learnings inform our theory and practice of teacher education for inclusive education.

Disability studies in and for inclusive teacher education in Aotearoa New Zealand