Reconceptualizing Teacher Preparation for Inclusive Classrooms: A Description of the Dual License Program at the University of New Mexico

2000 ◽  
Vol 25 (2) ◽  
pp. 72-82 ◽  
Author(s):  
Elizabeth B. Keefe ◽  
Pamela J. Rossi ◽  
J. S. de Valenzuela ◽  
Sam Howarth
Keyword(s):  
Special Education ◽  
New Mexico ◽  
Teacher Preparation ◽  
General Education ◽  
Severe Disabilities ◽  
Teacher Preparation Program ◽  
University Of New Mexico ◽  
K 12 ◽  
The University ◽  
Dual License

This paper describes the Dual License Teacher Preparation Program at the University of New Mexico and the national and state context within which it was developed and continues to evolve. Graduates of the Dual License Program are eligible for licensure in general education (K-8) and special education (K-12). Our belief in democratic ideals in education, together with the vision of preparing all teachers to be ready to teach all students, has required us to reconceptualize the ways in which we implement university based coursework and field experiences. This paper gives specific examples of the ways in which faculty in the Dual License Program model collaboration between general and special education to prepare apprentice teachers to collaborate in the schools in order to provide inclusive educational practices for all students. This paper specifically highlights the inclusion ofbest practices for students with severe disabilities as an integral part of curriculum development right from the start. Also, challenges arising from the implementation of this innovative program are discussed.

scholarly journals Pre-service teacher professional noticing for teaching mathematics

2021 ◽  
Author(s):  
◽  
Stephanie A. Hopkins
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
General Education ◽  
Students With Disabilities ◽  
Content Knowledge ◽  
General Education Teachers ◽  
Teacher Preparation Program ◽  
Future Research ◽  
Professional Noticing

Students with disabilities and/or those who have difficulty learning mathematical concepts can be found in almost every classroom. Over the last several decades, the responsibilities and roles of general and special education educators have shifted, blurring the conventionally held boundaries between special education and general education teachers and their pedagogical practices. Both special education and general education teachers are expected to provide an optimal mathematical instructional experience to all students. One way to best prepare novice teachers for this task is by increasing their overall Pedagogical Content Knowledge (PCK). The purpose of this study is to contribute to research about specific components of a pre-service teacher's PCK. This research utilized a cross-sectional research design in its study of a representative sample of preservice teachers at specific moments in time during their teacher preparation program. Mathematical content knowledge and teachers' beliefs regarding the teaching of mathematics were found to have a statistically significant impact on professional noticing. Although not statistically significant, the differences the choice of a major had on a teacher's noticing ability requires further investigation. This study addresses an important gap in the research literature on noticing in that it includes special education teachers. Additionally, the study provides concrete recommendations for teacher preparation programing and suggestions for future research.

scholarly journals “Peace engineering in practice: A case study at the University of New Mexico”

2021 ◽  
Vol 173 ◽  
pp. 121113
Author(s):  
Ramiro Jordan ◽  
Kamil Agi ◽  
Sanjeev Arora ◽  
Christos G. Christodoulou ◽  
Edl Schamiloglu ◽  
...  
Keyword(s):  
New Mexico ◽  
University Of New Mexico ◽  
The University

Developing a Theory of Program Vision as Professional Socialization in Special Education Teacher Preparation

2021 ◽  
pp. 088840642110589
Author(s):  
Hannah Morris Mathews
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
General Education ◽  
Special Educators ◽  
Professional Socialization ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Education Teacher ◽  
Roles And Responsibilities

In general education, researchers find candidates’ pre-service experiences are a tool for socialization into the knowledge, norms, and values of the profession. An important aspect of this process is program vision—the collective understanding of teaching put forth by a preparation program. Yet, few investigations in special education examine program vision. Using interviews with candidates across six teacher preparation programs, the author generates theory to understand the role of vision in special education teacher candidates’ professional socialization and how experiences of program vision are associated with their conceptions of their future roles and responsibilities. Candidates’ conception of special educators’ roles reflected three characterizations consistent within, but distinct across programs: Direct Instructor, Supportive Differentiator, and General Responder. Each profile was associated with unique roles and responsibilities for special educators. Findings draw attention to the importance of examining vision as a tool for professional socialization in special education teacher preparation.

Comparing Instructional Contexts of Students with and without Severe Disabilities in General Education Classrooms

1998 ◽  
Vol 64 (3) ◽  
pp. 343-358 ◽  
Author(s):  
Kent R. Logan ◽  
D. Michael Malone
Keyword(s):  
Special Education ◽  
General Education ◽  
Elementary Classrooms ◽  
Severe Disabilities ◽  
Group Instruction ◽  
Education Students ◽  
General Education Students ◽  
Instructional Supports ◽  
Instructional Contexts ◽  
Students With Severe Disabilities

This study compared the instructional contexts of 15 students with severe disabilities who were educated in general education elementary classrooms, and 15 general education students in those same classrooms. Results suggest that (a) different instructional contexts existed for students with severe disabilities; (b) more individualized instructional supports were provided for the students with severe disabilities, including one-to-one instruction, small group instruction provided by special education staff, physical and gestural prompting, and teacher focus on the student with severe disabilities; (c) most of the more individualized supports were provided by special education staff. Implications for supporting students with severe disabilities in general education elementary classrooms are discussed.

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