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Abstract/Statement

The structure of organizational contexts and practices tends to be based on the normative assumption of the non-disabled individual as the prototypical state of being human. Therefore, schools, like many institutional sites, act to replicate the normative expectation of ableism and the atypical mind. These parameters impact not only the disabled students that operate both within these educational spaces but also the disabled adults embedded within these arenas professionally. Thus, disabled teachers act as a marginalized group that has historically been largely absent from the discourse on education and critical disability studies. This paper seeks to develop an understanding of identity work and, more specifically, how constructions of disability shape autistic teachers’ identity work as a difference.

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