Evolution of Technology-Enhanced Alternative Preparation for Special Education Teachers

Abstract

In this article, we describe the evolution of a statewide alternative teacher preparation program for teachers of students with disabilities and explain current processes to revise and expand the program to increase accessibility to teacher candidates in rural schools. We will identify important features of the program including (a) significant collaboration with Local Education Agencies, (b) the combination of synchronous and asynchronous course delivery to increase accessibility, and (c) embedded supports for alternative preparation teacher candidates completing a distance learning program, as well as describe the process and collaboration involved in revising the program to increase accessibility and efficiency, while retaining quality. Ongoing challenges to delivering effective alternative preparation programs that are accessible to individuals in rural schools and potential solutions to these challenges are provided.

Bridging the Rural Special Educator Gap: Mentoring to Support Alternative Teacher Preparation Candidates

“…While not all ATP candidates have the same needs or styles, having a more structured approach to mentoring may increase efficiency and accountability for mentors, and potentially prevent future ATP candidates from feeling their support was “not adequate to meet their needs.” The mentorship model used by Colorado Christian University’s ATP program requires a meeting involving the university supervisor, the school-based mentor, the principal, and the teacher candidates prior to the start of the school year (Lohmann et al, 2019). Likewise, Utah State University requires a Memorandum of Understanding between the school district, the university, and the teacher candidate that outlines clear roles and responsibilities (Hager & Fiechtl, 2019). Implementing regular meetings between university and district mentors at the University of Louisville in which all three mentors meet to identify priorities in their ATP candidate’s growth may streamline the feedback given so that the candidate can focus on a smaller number of manageable skills as opposed to different skills/ideas from each mentor.…”

“…to teach students with diverse disabilities, are challenging to remediate without partnerships between institutions of higher education (IHEs) and local education agencies (LEAs; Brownell et al, 2018;Hager & Fiechtl, 2019).…”

“…According to the 2010 U.S. Census County rurality report, Kentucky is a mostly rural state, with 52 counties classified as “mostly rural,” 40 counties classified as “completely rural,” and only 28 counties classified as “urban,” meaning more than 76% of the state (92 of 120 counties) is classified as rural. Barriers rural educators face, such as school location, insufficient resources, and the expectation to teach students with diverse disabilities, are challenging to remediate without partnerships between institutions of higher education (IHEs) and local education agencies (LEAs; Brownell et al, 2018; Hager & Fiechtl, 2019).…”

Tecnología y Escuela Rural: Avances y Brechas

“…La contundencia de los resultados pone el foco de atención en la formación tanto inicial como continua (Boix y Buscà, 2020;Hager y Fiechtl, 2019). Becker (2007) destaca la importancia de introducir la formación del futuro docente en el uso de la tecnología desde el primer momento.…”