2025年6月21日 14:00 – 17:00 JST
Kobe co-Creation Center Room A, Japan, 〒650-0221 Hyogo, Kobe, Chuo Ward, Sannomiyachō, 1-chōme−9−１ センタープラザ 9F

Abstract: Disability is often viewed as a deficiency, casting individuals with additional needs as the source of the ‘problem’ (Dirth & Adams, 2019; Sensoy & DiAngelo, 2017). Instead, a social model of disability highlights that many aspects perceived as disabilities are influenced by social constructions and shaped by historical contexts, cultures, and societal norms (Dirth & Adams, 2019). This workshop emphasizes the urgent need to adopt a social model of disability within English Language Teaching (ELT), acknowledging that societal standards and systemic oppression create barriers for students. We will examine the principles of presuming competence and adopting strengths-based approaches, encouraging us to challenge entrenched biases and enhancing our capacity to support all learners effectively. Attendees will leave equipped with actionable strategies and resources to further enrich their teaching approaches and champion inclusivity in their educational environments.


Shawna M. Carroll (she/her) is a white settler Canadian woman in Capilano University’s School of Education and Childhood Studies. She is a trained K-12 teacher and PhD graduate, having studied the importance of incorporating representative fiction in language curricula. Her research and teaching focus on anti-oppressive language teacher education.  


Gretchen Clark is a lecturer at Ritsumeikan University. She holds a Master’s degree in TESOL from the University of Birmingham. She researches listening, learner development, language teachers with ADHD, and diversity issues. She sits on JALT’s Diversity, Equity, and Inclusion Committee.



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