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The purpose of the present inquiry was to identify how thoroughly degree-granting institutions in our state prepare elementary educators to serve students’ literacy needs from a response to intervention perspective. The first investigator collected syllabi via a Freedom of Information request made to the state's Department of Higher Education, which had gathered syllabi in relation to a separate inquiry. Results indicated that preservice elementary educators are not routinely being prepared to understand key terms, concepts, and practices associated with response to intervention in early reading contexts. Implications for school leaders, district administrators, and higher education faculty are reviewed.

Special education as a discipline is a broad field whose focus is the education of students with exceptionalities that includes support for career and college readiness. International practices in educating students with disabilities are emerging in many countries with varied levels of inclusive practice and educational benefit. Increasingly, there is a climate of school accountability, for example, in the United States with Common Core State Standards, and outcome assessments have placed pressure on schools and school districts to evaluate the quality of their teaching by way of student outcomes. The role of the special educator within the school is one that has various permutations from a primary interventionist who delivers instruction to a collaborator/co-teacher within an inclusive setting. This article will review the history of special education, current trends, and future considerations for the field.