Capacity Building Pedagogy for Diverse Learners

Our phenomenological study of student teachers' perceptions of special education practices identified a gap in a general education teacher preparation program, given the inclusive model of education mandated through the IDEIA (2004). We offer a 3-tiered teaching framework for teacher preparation programs to utilize capacity building differentiated pedagogy suitable for all learners, including digital learners and students with exceptionalities. The teaching skills for capacity building pedagogy, Universal Design for Learning, and Differentiated Instruction, supported through decades of special education research, will enable the next generation of teachers to effectively serve a diverse population of students (Frey, Andres, McKeeman & Lane, 2012; Hamilton-Jones & Vail, 2013; Oyler, 2011; Shepherd, Fowler, McCormick, Wilson, & Morgan, 2016).

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Using Video-Aided Self-Reflection to Prepare Novice Special Education Teachers

10.4018/978-1-6684-3670-7.ch057 ◽

2022 ◽

pp. 1060-1076

Author(s):

Jason P. Davis ◽

Kevin Oh ◽

Natalie Nussli

Keyword(s):

Special Education ◽

Preservice Teachers ◽

Public Schools ◽

Special Education Teachers ◽

Universal Design For Learning ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

Self Reflection ◽

Social And Emotional ◽

Design For Learning

The growing diversity of America's public schools has created pressure for universities and teacher preparation programs to develop strategies to aid novice teachers in meeting a variety of student needs. In addition to cultural and linguistic differences, special education teachers must also be prepared to meet the variety of academic, social, and emotional needs of students identified with disabilities. To accomplish this, studies investigating the potential of video based reflection to impact novice and preservice teachers' ability to implement pedagogical theory into practice have increased. This chapter examines the use of video as a tool to engage novice special education teachers' reflection on the implementation of culturally responsive pedagogy (CRP), differentiated instruction (DI), and universal design for learning (UDL).

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Using Video-Aided Self-Reflection to Prepare Novice Special Education Teachers

Fostering Reflective Teaching Practice in Pre-Service Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-2963-7.ch015 ◽

2018 ◽

pp. 272-287 ◽

Cited By ~ 1

Author(s):

Jason P. Davis ◽

Kevin Oh ◽

Natalie Nussli

Keyword(s):

Special Education ◽

Preservice Teachers ◽

Public Schools ◽

Special Education Teachers ◽

Universal Design For Learning ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

Self Reflection ◽

Social And Emotional ◽

Design For Learning

The growing diversity of America's public schools has created pressure for universities and teacher preparation programs to develop strategies to aid novice teachers in meeting a variety of student needs. In addition to cultural and linguistic differences, special education teachers must also be prepared to meet the variety of academic, social, and emotional needs of students identified with disabilities. To accomplish this, studies investigating the potential of video based reflection to impact novice and preservice teachers' ability to implement pedagogical theory into practice have increased. This chapter examines the use of video as a tool to engage novice special education teachers' reflection on the implementation of culturally responsive pedagogy (CRP), differentiated instruction (DI), and universal design for learning (UDL).

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Developing a Theory of Program Vision as 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 ◽

10.1177/08884064211058901 ◽

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.

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

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

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 ◽

Special Education Teacher ◽

Teacher Preparation Programs ◽

Case Method ◽

Preparation Programs ◽

Education Teacher ◽

Method Of Instruction

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Guiding Online Graduate Special Education Candidates Through E-Performance Assessments and edTPA

10.4018/978-1-6684-3670-7.ch055 ◽

2022 ◽

pp. 1021-1036

Author(s):

Charmion Rush ◽

Karena J. Cooper-Duffy

Keyword(s):

Special Education ◽

Teacher Preparation ◽

Special Education Teachers ◽

Teacher Candidates ◽

Teacher Candidate ◽

Performance Assessments ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

Online Teacher ◽

Field Supervisors

As online teacher preparation programs continue to grow, guiding the process for edTPA candidates can pose varying challenges. As such, teacher preparation programs must be equipped to provide guidance to online candidates as they complete the actionable items required for edTPA. Provided from the field supervisors' perspective, this chapter outlines the current process Western Carolina University has in place to provide effective clinical and teacher candidate experiences for students in their online program. The purpose of this chapter provides guided structure for graduate special education teachers pursing initial licensure through an online masters' program. This chapter will include 1) the challenges of guiding online students through the e-portfolio process, 2) an exploration of the provided structure for the teacher candidates to fulfill the requirements of edTPA, as well as 3) recommendations for teacher preparation programs and teacher candidate readiness in the practice and application of e-performance assessments and edTPA.

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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 ◽

Special Education Teacher ◽

Teacher Preparation Programs ◽

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

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Preparing Native American Special Education Teachers: Lessons Learned from the Rural Special Education Project

Rural Special Education Quarterly ◽

10.1177/875687059701600403 ◽

1997 ◽

Vol 16 (4) ◽

pp. 10-15 ◽

Cited By ~ 3

Author(s):

Gloria Delany-Barmann ◽

Greg Prater ◽

Sam Minner

Keyword(s):

Special Education ◽

Preservice Teachers ◽

Native American ◽

Teacher Preparation ◽

Lessons Learned ◽

Teacher Preparation Program ◽

Teacher Preparation Programs ◽

Navajo Nation ◽

Preparation Programs ◽

Education Project

Twelve Navajo preservice teachers in the Rural Special Education Project on the Navajo Nation in Kayenta, Arizona, shared their perceptions regarding the factors which enabled them and constrained them as they completed a special education teacher preparation program. Several themes emerged during the process of interviewing the students including the importance of cultural teachings and family support; the influence of language factors, financial constraints, and cultural responsibilities; and the lack of availability of educational opportunities on the Navajo Nation. Each of these factors is discussed in this article and recommendations are made for others interested in establishing successful teacher preparation programs for Native American students.

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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 ◽

Special Education Teacher ◽

Teacher Preparation Programs ◽

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.

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