Changing Lives on the Border: Preparing Rural, Culturally Responsive Special Educators

Peterson, Patricia; Sandigo, Alma; Stoddard, Susan; Abou-Rjaily, Kathleen; Ulrich, Judith

doi:10.1177/8756870519879066

Cited by 6 publications

(2 citation statements)

References 26 publications

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“…As 38% of youth with disabilities reside in rural settings (Lipscomb et al, 2017), the lack of knowledge in transition may pose significant issues for rural educators when planning for their students' transition to postsecondary life (P. J. Peterson et al, 2020).…”

mentioning

confidence: 99%

Teacher Knowledge in Transition Planning: Does Locale Matter?

Deardorff

Peltier

Choiseul‐Praslin

et al. 2021

Rural Special Education Quarterly

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The Individuals With Disabilities Education Act mandates transition planning to occur in conjunction with the individualized education program for secondary age students with disabilities beginning by age 16, or earlier. To fulfill this mandate, teachers must possess a depth of content and pedagogical knowledge related to the transition planning process. However, the majority of special educators do not receive coursework dedicated to transition in their undergraduate programming. Furthermore, teachers in under-resourced and underserved rural districts may have inequitable professional development opportunities to bolster their transition planning knowledge. This lack of transition-related education potentially leads to inadequate and noncompliant transition plans for students with disabilities. The current study examined differences in teachers’ knowledge based on locale: rural ( n = 75), suburban ( n = 48), and urban ( n = 64) from one southern state. Determining whether differences are identified by locale can inform the allocation of resources to provide high-quality, evidence-aligned professional development models to improve teacher knowledge in underserved and under-resourced rural locales. In addition, identifying gaps in teacher knowledge will inform pre-service and in-service teacher preparation. We provide an avenue of needed future research to improve transition-planning processes for students with disabilities.

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mentioning

confidence: 99%

Teacher Knowledge in Transition Planning: Does Locale Matter?

Deardorff

Peltier

Choiseul‐Praslin

et al. 2021

Rural Special Education Quarterly

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“…Programs must be developed to shift away from isolated coursework on multiculturalism that simply fosters awareness. Instead, programs must be used to prepare preservice special education teacher educators for developing instructional practices where diversity is embedded and that includes evidence-based components of the curriculum by integrating critical race theory (Lenski et al, 2005; Peterson et al, 2020) and using culturally responsive teaching practices reflective of urban communities. Like many components of teacher education programs, the goal of preparing culturally responsive teachers is twofold: (a) preservice teacher educators must first acquire knowledge of practices, and then (b) develop skills to apply to daily teaching tasks.…”

Section: Culturally Responsive Teachingmentioning

confidence: 99%

Recommendations for Teacher Education Programs to Prepare Practitioners for Diverse Urban Schools

Scott

Evans

Berry

2021

Intervention in School and Clinic

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The focus of this article is to provide teacher education programs with recommendations for meeting the educational needs of students with emotional behavior disorders (EBD) and learning disabilities (LD) in urban communities. Recommendations include preparing preservice special education teacher educators to effectively implement culturally responsive approaches. The article outlines critical features of teacher education programs that can be modified using culturally responsive approaches to design field experiences and collaboration between schools and teacher education programs to meet the distinctive needs of students in urban environments. Teacher education program leaders can incorporate and use the recommendations to modify programs so that preservice special education teacher educators can be better prepared to be inclusive of all learners and meet their diverse needs.

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Mixed-Reality Simulation to Prepare Preservice Teachers to Use Culturally Responsive Teaching Strategies: A Pilot Study

Kelley,

Qualls,

Scott

et al. 2024

J Spec Educ Technol

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By 2031, culturally and linguistically diverse students will represent approximately 55% of students enrolled in United States public schools (National Center for Educational Statistics, 2023). Despite increased ethnic diversity among students, most teachers are White. Consequently, many new teachers report feeling ill-equipped to implement culturally responsive teaching strategies to meet the needs of culturally and linguistically diverse students. To prepare culturally responsive preservice teachers, teacher preparation programs can embed technologies such as mixed-reality simulation paired with explicit instruction and performance feedback to support the preservice teachers’ implementation of culturally responsive teaching strategies. This mixed methods (convergent parallel design) pilot study evaluated how using mixed-reality simulation, explicit teaching, and performance feedback impacts preservice teachers’ knowledge of culturally responsive teaching strategies and self-efficacy. Results indicated that participants increased their knowledge, implementation, and self-efficacy. We discuss the findings and limitations and offer recommendations to improve mixed-reality simulation within teacher preparation programs and recommendations for future research.

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Changing Lives on the Border: Preparing Rural, Culturally Responsive Special Educators

Cited by 6 publications

References 26 publications

Teacher Knowledge in Transition Planning: Does Locale Matter?

Teacher Knowledge in Transition Planning: Does Locale Matter?

Recommendations for Teacher Education Programs to Prepare Practitioners for Diverse Urban Schools

Mixed-Reality Simulation to Prepare Preservice Teachers to Use Culturally Responsive Teaching Strategies: A Pilot Study

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