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The mission of The Journal of Teaching Disability Studies is to promote and enhance disability studies pedagogy in a wide variety of educational settings. JTDS will encourage teachers at all levels to reflect on, revise and share original research on how disability studies fits into the classroom, on syllabi, and in public educational programming, and how utilizing principles of universal design supports student learning. JTDS will invite discussion of disability studies in a broad range of educational settings, including stand-alone disability studies courses as part of an undergraduate or graduate curriculum; disability studies topics or approaches as part of discipline-specific courses across the undergraduate or graduate curriculum; disability studies in high school or primary education; disability studies in continuing education; disability studies in public educational settings (i.e. museums, cultural programming). Through the process of review and publication, we aim to encourage collaboration, experimentation and dialogue among instructors, students and programs.

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