Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era

Abstract

The authors consider the future of special education personnel preparation by responding to an overarching question: What frameworks might teacher educators use as a basis to promote special education teacher effective performance now and in the future? In answering this question, they summarize current trends in the context of schooling and special education (i.e., Common Core State Standards [CCSS], multi-tiered systems of support [MTSS]) and what these contexts demand of special education teachers. The authors propose a practice-based model for fostering effective special education teacher performance. Grounded in the science of learning, the model includes approaches in teacher education that align with this literature. Implications for implementing the model are provided, which recognize current constraints on schools and colleges of education, to better promote this model for fostering effective performance.

Transition strategies and recommendations: perspectives of parents of young adults with disabilities

“…Parent involvement and interagency collaboration are also required components of transition planning under IDEA and are Despite these requirements, which have been found to improve student outcomes , IDEA regulations are generally vague in nature, leaving educators, students, families and service providers feeling unsure how to help students achieve positive post-school outcomes (Francis et al, 2014;US GAO, 2012). Further, there remains a lack of research on the efficacy of transition strategies and best practices across the globe (Ellerbrock et al, 2015;Leko et al, 2015;Pallisera et al, 2014;Richardson et al, 2017). In particular, young adults with disabilities commonly require ongoing and sometimes intensive support from parents and other family members (Rupp & Ressler, 2009), and the expectations and actions of parents are found to profoundly influence young adult outcomes (Mann et al, 2016).…”

Improving Professional Development to Enhance Reading Outcomes for Students in Special Education

“…We need to ensure that PD for both PSTs and ISTs provides sufficient focus on DBI‐related knowledge and mentored support in developing expertise in designing and implementing DBI with students. For PSTs, there is emerging guidance about effective practice in training reading content knowledge to support DBI (e.g., Alsopp et al., ; Leko, Brownell, Sindelar, & Kiely, ). This research is reflected in the Knowledge and Practice Standards , which the International Dyslexia Association has developed to guide teacher preparation (Moats et al., ).…”

“…Additionally, Leko et al. () proposed a framework for university faculty training PSTs to ensure that there is a carefully designed sequence of coursework and fieldwork that includes multiple opportunities to receive expert feedback and to reflect on (or self‐assess) the efficacy of their instruction through supported practice activities (e.g., structured tutoring, clinical field experiences, peer coaching, lesson study, and coaching via technology). The need to ensure clinical field experiences are meaningful and provide PSTs with opportunities to apply evidence‐based practices is also part of the National Council of Accreditation for Teacher Education (NCATE, ) standards for teacher education.…”

“…These different training paths mean that many teachers receive certification with relatively brief training that lacks depth and sufficient opportunity for practice. As Brownell and her colleagues have argued (Brownell, Sindelar, Kiely, & Danielson, ; Leko et al., ), this type of undifferentiated certification may dilute the preparation of teachers for students with the greatest learning needs. Policymakers should consider ensuring that training and certification adequately prepares a set of special educators who are highly capable of meeting the needs of the most difficult to teach students.…”

Investigating special education teachers knowledge and skills: Preparing general teacher preparation for professional development

“…Although students with special needs have been placed in general education classrooms for many years, numerous studies have suggested that many general education teachers are not fully aware of what needs to happen to make the inclusive setting a successful environment (Bruggnick, Goel, & Koot, 2015;Leko, Brownell, Sindelar, & Kiely, 2015;Smit & Humpert, 2012). Teacher preparation programs (TPPs) and professional development (PD) can provide educators with skills to create opportunities for all students to learn.…”