Traditional teacher education programs, frequently criticized for ineffectiveness, are changing at several Canadian universities. A range of literature on reform in teacher education suggests that coherence among program elements and collaborative environments are key features of successful reforms. Using a framework of critical analysis, we examined shortcomings of traditional programs and considered some characteristics of alternative approaches, including authorizing prospective teachers' voices and experiences, school-university collaboration, and scaffolded induction into the profession. Without direct attention to coherence in program design and delivery and collaboration among stakeholders, reform efforts seem unlikely to succeed.

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Despite growing enrollment of university students with disabilities, they have not achieved academic parity with their non-disabled peers. This study matched 71 first-year university students with disabilities and students without disabilities on three variables: high school average when admitted to university, gender, and program of study. Both groups of students were compared on three measures of academic performance: GPA, failed courses, and dropped courses after first year of university. The relationship between accommodations and academic performance was also analyzed for students with disabilities. Evenwhen matched on admission average, gender, and program of study, students with disabilities had a significantly lower GPA and were more likely to fail courses in their first year than their peers without disabilities. While note-taking in the classroom was associated with being less likely to drop a course, it was also associated with poorer academic performance, as was using a calculator or alternate format during exams. The more accommodations students lost in the transition from high school, the worse they performed academically at university. Students who lost human assistant support in the classroom and theuse of a computer or a memory aid during exams had a significantly lower GPA and were more likely to fail courses in their first year of university compared with students who did not lose these accommodations. These findings have implications for accessibility offices and universities in supporting the access needs and academic success of students with disabilities.

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Increasingly classroom teachers are expected to create inclusive classrooms and make adaptations for exceptional learners. A field-based course in a teacher education program with an extended early practicum undertook to foster the beliefs and practices of preservice teachers about adapting teaching for exceptional learners. The teacher candidates discussed dilemma cases in communities of practice, on-campus and in schools. We analyzed dilemma cases written by 28 elementary teacher candidates about their experiences with inclusion. Themes included maintaining a critical stance, questioning one's own assumptions, and recognizing unresolved ambiguities. We also analyzed the adaptations as well as the content of written peer responses to the cases. Most of the cases were dilemmas and the peer responses showed challenging and supportive dialogue among the members of the school-based communities. The cases demonstrated beliefs and practices regarding inclusion and suggest that using case approaches within communities of practice may foster inclusive beliefs and practices during preservice teacher education.