Building a Conceptual Framework for Culturally Inclusive Collaboration for Urban Practitioners

Preparation Programs ◽

School Communities ◽

New Teacher Retention ◽

Urban Educators ◽

21St Century Learners

Special education teacher preparation is one of the most critical areas of teacher preparation in higher education. The field is even more complicated depending on the environment in which it takes shape given urban, high-needs, suburban, and rural school communities. Equally important in today's teacher preparation paradigm is supplying pre-service teachers with the pedagogical skills necessary to meet the needs of their 21st century learners, especially those students from culturally and linguistically diverse (CLD) backgrounds and who attend urban schools. This chapter attempts to construct a practitioner friendly framework to examine inextricable linkages between teacher preparation and the role higher education institutions play in providing pre-service special education teachers the requisite skills necessary to become successful urban educators/practitioners. Teacher preparation programs can better support new teacher retention through CRT and family diversity training.

Culturally Responsive Teaching and Training for Pre-Service Special Educators in Higher Education

10.4018/978-1-6684-3670-7.ch052 ◽

2022 ◽

pp. 972-986

Author(s):

York Williams

Keyword(s):

Higher Education ◽

Special Education ◽

Teacher Preparation ◽

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Responsive Teaching ◽

Preparation Programs ◽

Service Departments

In the field of public education, special education teacher preparation is one of the most critical areas of teacher preparation in higher education, given the mandate of FAPE under the IDEA. Additionally, teacher preparation programming that provides pre-service teachers with the knowledge, skills, and clinical experiences that can meet the learning-diverse needs of students is of paramount importance. However, teacher preparation programs often focus on meeting accreditation standards, job placement and service opportunities while leaving the teaching of diversity in special education as an add-on to be fulfilled by service departments, humanities courses, and/or social science electives. In order for universities and institutions of higher education to fulfill its mandate of teacher-training in special education, with a focus beyond the disability, they must adopt a curricula revision that includes culturally responsive teaching and diversity.

Implementing Culturally Responsive Practices in Education - Advances in Educational Marketing, Administration, and Leadership ◽

Culturally Responsive Teaching and Training for Pre-Service Special Educators in Higher Education

10.4018/978-1-7998-3331-4.ch001 ◽

2020 ◽

pp. 1-15

Author(s):

York Williams

Keyword(s):

Higher Education ◽

Special Education ◽

Teacher Preparation ◽

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Responsive Teaching ◽

Preparation Programs ◽

Service Departments

In the field of public education, special education teacher preparation is one of the most critical areas of teacher preparation in higher education, given the mandate of FAPE under the IDEA. Additionally, teacher preparation programming that provides pre-service teachers with the knowledge, skills, and clinical experiences that can meet the learning-diverse needs of students is of paramount importance. However, teacher preparation programs often focus on meeting accreditation standards, job placement and service opportunities while leaving the teaching of diversity in special education as an add-on to be fulfilled by service departments, humanities courses, and/or social science electives. In order for universities and institutions of higher education to fulfill its mandate of teacher-training in special education, with a focus beyond the disability, they must adopt a curricula revision that includes culturally responsive teaching and diversity.

Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children ◽

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

10.1177/08884064211058901 ◽

2021 ◽

pp. 088840642110589

Author(s):

Hannah Morris Mathews

Keyword(s):

Special Education ◽

Teacher Preparation ◽

General Education ◽

Special Educators ◽

Professional Socialization ◽

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.

Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children ◽

Use of the Case Method of Instruction in Special Education Teacher Preparation Programs: A Preliminary Investigation

10.1177/088840649802100204 ◽

1998 ◽

Vol 21 (2) ◽

pp. 95-108 ◽

Cited By ~ 21

Author(s):

Linda K. Elksnin

Keyword(s):

Special Education ◽

Teacher Preparation ◽

Preliminary Investigation ◽

Case Method ◽

Preparation Programs ◽

Education Teacher ◽

Method Of Instruction

Ethical Issues in General and Special Education Teacher Preparation: An Interface with Rural Education

Rural Special Education Quarterly ◽

10.1177/8756870508027001-208 ◽

2008 ◽

Vol 27 (1-2) ◽

pp. 43-54 ◽

Cited By ~ 4

Author(s):

Nancy M. Sileo ◽

Thomas W. Sileo ◽

Thomas B. Pierce

Keyword(s):

Special Education ◽

Teacher Education ◽

Rural Education ◽

Public Schools ◽

Teacher Preparation ◽

Ethical Issues ◽

Preparation Programs ◽

Education Teacher

Teacher education may be the most important variable to ensure consideration of ethical issues in public schools. However, many teacher preparation programs may not equip teachers with the knowledge, skills, and dispositions to make moral judgments and decisions necessary to provide high quality education for all students. This article addresses ethical issues and practices that impact teacher education, their interface with rural education, and results of a national research study that assesses extent to which and how preservice teacher preparation programs attend to ethical issues. Survey results indicate that teaching about ethical and professional practices is important to teacher preparation, and yet, receives little emphasis in most programs. Key Words: Educational Equity, Ethics, Morality, Rural Education, Special Education, Teacher Preparation, and Values

What Are High-Leverage Practices for Special Education Teachers and Why Are They Important?

Remedial and Special Education ◽

10.1177/0741932518773477 ◽

2019 ◽

Vol 40 (6) ◽

pp. 331-337 ◽

Cited By ~ 2

Author(s):

James McLeskey ◽

Bonnie Billingsley ◽

Mary T. Brownell ◽

Lawrence Maheady ◽

Timothy J. Lewis

Keyword(s):

Special Education ◽

Teacher Preparation ◽

Beginning Teachers ◽

Students With Disabilities ◽

Special Education Teachers ◽

Core Curriculum ◽

Initial Attempt ◽

Preparation Programs

Improving educational outcomes for students with disabilities and others who struggle in school largely depends on teachers who can deliver effective instruction. Although many effective practices have been identified to address the academic and behavioral needs of students who struggle in school, including those with disabilities, these practices are not used extensively in classrooms. This article provides a rationale for and description of major changes that are occurring in teacher preparation programs that are designed to improve the practice of beginning teachers. This is followed by a description of a set of high-leverage practices that was recently approved by the Council for Exceptional Children. These practices represent an initial attempt to delineate a core curriculum for special education teacher preparation to support the changes that are occurring in teacher education.