Critical Features of Special Education Teacher Preparation

Abstract

Policy and program decisions involve choices among different ways of preparing teachers. These choices are shrouded in increasingly contentious debates as teacher shortages reach crisis proportions. Yet, research on special education teacher education is almost nonexistent. Findings from comparative research documenting the characteristics of effective teacher education programs can inform these choices, but these findings should be grounded in what we know from previous research in general teacher education. To assist educators, we have analyzed literature in general and special teacher education toward two ends. First, we present a framework, derived from work in general education, for analyzing teacher education programs. Second, we use this framework to analyze practice in teacher education in special education. Specifically, we conducted an exhaustive review of special education program descriptions and evaluations. We conclude by describing steps necessary to improve the special education teacher education research base.

Initial Training Of Teachers For Inclusive Education In Chile

“…Thus, the flexibilization of teaching methods is formulated as the guiding principle of the educational answer to diversity (Ainscow, 2001b) in order to reduce barriers, as well as optimize levels of challenge and support, to meet the needs of all learners from the start, instead of making later adaptations (Rose & Strangman, 2007). Likewise, several studies have pointed out the need for future teachers to http://dx.doi.org/10.15405/epsbs.2017.10.87 Corresponding Author: Constanza San Martin Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 906 learn and develop strategies to communicate and work in collaboration with other teachers (Brownell, Ross, Colón, & McCallum, 2005;Friend & Bursuck, 2012). In this regard, collaboration becomes a requirement to achieve inclusive education (Alquraini & Gut, 2012;Florian, 2012aFlorian, , 2012b.…”

Transforming Special Education Teacher Education: A Reaction to the Report Transforming Teacher Education through Clinical Practice: A National Strategy to Prepare Effective Teachers

“…Special educators must be ready to teach students with a wide variety of instructional needs and disabilities across multiple grade levels and in rigorous content areas (Brownell et al, 2005;Brownell et al, 2011;Kennedy & Ihle, 2012;McKenzie, 2009). Regardless of grade level or content area, a chief concern of special educators is their capacity to promote individualized instruction among students resulting in student achievement (Edmonds et al, 2009;Faggella-Luby & Deshler, 2008;Kennedy & Deshler, 2010).…”

“…To date, there is little evidence to guide teacher preparation programs in construction of instructional models addressing the complex and voluminous demands placed on special education teachers (Brownell et al, 2011;Sindelar et al , 2010). To some extent, the limited empirical guidance is a function of both the heterogeneity of preparatory programs (Brownell et al, 2005) and the substantially different instructional settings within individual districts and schools (KingSears & Bowman-Kruhm, 2011;McKenzie, 2009). …”

The Effect of A Training Program in Improving First Classes Teachers Skills in Dealing with Special Needs Students in Regular Classroom in Amman

“…Choose the effective methods that fit each disability and enhance the students' motivation (Chambers & Forlin, 2010;Donnelly, 2010;Hartman, 2003;Brownell, Ross, Colon, & McCallum, 2005).…”