ABSTRACT
This chapter elucidates a suitable signature pedagogy for the discipline of disability studies, with a focus on introductory programs. Given the values, practices, attitudes, assumptions, and beliefs that disability scholars bring to their discipline, using a social constructionist perspective and informed by the social model of disability, it is not surprising that these are also the key characteristics of the emerging signature pedagogy. North American academics and activists have also developed a social approach to the study of disability by focusing on the concept that disability as a social construct uses a minority group model. An understanding of disability in the United States (US) requires that US values and ideologies are taken into account, because they influence the ways in which disability is socially constructed. Problem-based learning is part of the move from the teaching paradigm to the learning paradigm.
