Can we meet our mission? Examining the professional development of social studies teachers to support students with disabilities and emergent bilingual learners

Abstract

In this paper, we conduct a secondary analysis of The Institute of Educational Sciences’ (IES) 2011-2012 Schools and Staffing Survey (SASS) data, a self-reported, nationally representative database to examine: (a) the average caseload of students with disabilities and emergent bilingual learners within and across social studies content areas, as well how social studies teachers’ caseloads compare with other content area disciplines and (b) the extent and perceived utility of professional development opportunities social studies teachers receive to support both students with disabilities and emergent bilingual learners.

Civic Equity for Students With Disabilities

“…Indeed, the percentage of SWD aged 6 to 21 years who spent 80% or more of their day in general education classes has increased from 47% in 2000 to 63% in 2017 (NCES, 2019). Moreover, a new study confirmed that social studies teachers have a higher caseload of SWD compared with their colleagues in mathematics and English language arts (Mullins et al, 2020). The same study also found that less than 40% of these social studies teachers received professional development focused on SWD, and out of those who did receive the professional development, 34% rated it “not useful” (Mullins et al, 2020).…”

“…Moreover, a new study confirmed that social studies teachers have a higher caseload of SWD compared with their colleagues in mathematics and English language arts (Mullins et al, 2020). The same study also found that less than 40% of these social studies teachers received professional development focused on SWD, and out of those who did receive the professional development, 34% rated it "not useful" (Mullins et al, 2020). As such, a host of special education researchers have turned their attention to designing strategies to support the diversity of learners now included in mainstream social studies classrooms (see De La Paz & MacArthur, 2003;Hintz, 2017;Jordan et al, 2017;Lintner & Kumpiene, 2017;Lintner & Schweder, 2011;Ryan et al, 2019).…”

“…While this study does not provide school-level data about the support available to educators or students for civic education in CPS, it is important to acknowledge how these factors may impact the distribution of civic learning opportunities and civic engagement. For example, even if educators receive professional development on high-quality civic learning opportunities, these trainings may not address how to individualize content or modify approaches to meet the unique needs of SWD in the classroom or in their IEPs (Cowley & Bacon, 2013; Mullins et al, 2020). Educators would likewise benefit from targeted training on student-centered transition planning to provide authentic opportunities for SWD to exercise civic agency by setting their own goals and identifying needed support for civic engagement.…”

Portrait of Rural Social Studies Teachers (and Their Students)

“…The call for this issue centering on rural social studies specifically asked researchers to consider the demographics of social studies teachers teaching in rural settings. We approached this call with research interests in the professional development of social studies teachers (Allen, 2021;van Hover & Hicks, 2018), exploration of the demographics and characteristics of teachers through secondary analysis of national data sets (Mullins et al, 2020;Williams & Ernst, 2022), and our work as teacher educators at a rural land grant university. Given this, we recognize the necessity of having a clear evidence-based portrait of teacher (and student) demographic and characteristics to inform future practice rather than succumbing to assumptions and stereotypes regarding the rural (and for that matter urban and suburban) populations (Mcardle, 2019).…”