Publication Date
4-2026
Abstract
The study presented in this article explored how book clubs centered on young adult (YA) literature supported 67 preservice special educators (PSEs) in developing inclusive literacy practices. The study examined PSEs’ reflections on social, cultural, and personal themes in YA narratives and how these informed their planning for students with disabilities. Using a qualitative descriptive approach, researchers analyzed online discussion posts collected over a 6-week book club course component. Findings reveal that PSEs engaged with themes such as identity, resilience, systemic inequities, and disability representation, often connecting literature to their own positionalities and future teaching roles. PSEs also identified a range of instructional strategies—including visual tools, active reading methods, reflective journaling, and differentiated instruction— to support accessibility and engagement in inclusive classrooms. The results highlight how structured book clubs provide space for critical reflection and pedagogical growth. This study offers practical insights into using YA literature to prepare future PSEs for equity- and disability-conscious literacy instruction.
Recommended Citation
Tejero Hughes, M., Abarca, J., & Mohammad, M. (2026). Book Clubs and Young Adult Literature: Preparing Preservice Special Educators in Inclusive Literacy Practices. Reading Horizons: A Journal of Literacy and Language Arts, 65 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol65/iss1/5
Included in
Curriculum and Instruction Commons, Language and Literacy Education Commons, Special Education and Teaching Commons, Teacher Education and Professional Development Commons
