Policy makers, university teacher education faculty, school leaders, and government officials are asking the same question: How do we recruit, prepare, and retain effective teachers who will produce desired student outcomes in every classroom? This complex question garners distinct opinions depending on the queried stakeholder, but most agree that significant improvement is needed in the processes of teacher preparation and induction (Darling-Hammond, 2010; Greer & Meyen, 2009; Sykes, Bird, & Kennedy, 2010; Wang, Odell, Klecka, Spalding, & Lin, 2010). An argument can be made that the need for improvement is most urgent within the field of special education teacher preparation (Brownell, Sindelar, Kiely, & Danielson, 2010; Piper, 2007; Pugach, Blanton, & Correa, 2011; Simonsen et al., 2010; Sindelar, Brownell, & Billingsley, 2010) . To illustrate, recent achievement data for students with disabilities provides striking evidence of the critical need for improvement in areas of literacy, graduation rates, and other postsecondary outcomes (e.g. National Center for Education Statistics [NCES], 2009; Wagner, Newman, Cameto, Levine, & Garza, 2006). There is substantial variability in the numerous factors that contribute to the struggles of students with exceptionalities on measures of academic and social success (see Skiba, Poloni-Staudinger, Simmons, Feggins-Azziz, & Chung, 2005; Wagner et al., 2006). Many complex factors influence a teacher's impact on student achievement, which leads to the need for us to continue to examine and reform our current models of teacher preparation. Thus, teacher educators and practitioners must continue to investigate and evaluate the effects of new and existing policies, programmatic structures, and individual practices on outcomes of interest and disseminate those findings. Although calls to reform teacher education and P-12 instruction for children with exceptionalities are not new (Vaughn & Fuchs, 2003), it is clear that new thinking is needed to overcome traditional barriers to academic and social success for individuals with exceptionalities. However, despite the critical need for improvement, teacher preparation models within special and general education largely remain fixed to traditional methods that reflect the status quo as opposed to evidence-based practice (Boyd, Grossman, Lankford, Loeb, & Wycoff, 2009; Brownell, Griffin, Leko, & Stephens, 2011; Sykes et al., 2010).
Visions of an inclusive school – Preferred futures by special education teacher students
