Designing a Dual Licensure Path for Middle Childhood and Special Education Teacher Candidates

This chapter focused on identifying ways to merge education courses and field hours to create a new dual licensure pathway for Middle Childhood Education and Special Education. The purpose was to adapt two programs to unify the competencies, dispositions, and collaborative practices of each program into one program producing highly effective teacher candidates with a dual license in Middle Childhood Education and Special Education. Attention was given to the importance of educating more teacher candidates with the capacity to meet the needs of all learners with an emphasis on those with exceptionalities and disabilities. The key implications and advantages of the effectiveness of combining a Middle Childhood and Special Education teaching license were apparent in the response from district office personnel, teachers, teacher candidates, and university faculty.

Designing a Dual Licensure Path for Middle Childhood and Special Education Teacher Candidates

This chapter focused on identifying ways to merge education courses and field hours to create a new dual licensure pathway for Middle Childhood Education and Special Education. The purpose was to adapt two programs to unify the competencies, dispositions, and collaborative practices of each program into one program producing highly effective teacher candidates with a dual license in Middle Childhood Education and Special Education. Attention was given to the importance of educating more teacher candidates with the capacity to meet the needs of all learners with an emphasis on those with exceptionalities and disabilities. The key implications and advantages of the effectiveness of combining a Middle Childhood and Special Education teaching license were apparent in the response from district office personnel, teachers, teacher candidates, and university faculty.

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

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.