Teacher Preparation for Inclusive and Critical (Special) Education

Abstract

The author's preservice program prepares both single and dual certification master's students to teach in inclusive classrooms. This article provides an overview of the context in which, and for which, the program was designed, a description of the program, including what the author means by inclusive education and critical special education, explanations of key pedagogical and assessment practices that she leans on to meet her goals, and concludes with an account of how the program came to be developed.

Including Students with Disabilities in a Physical Education Teacher Preparation Program: An Institutional Perspective

“…In another study [62], one TPP that prepared both single-and dual-certification master's students to teach in inclusive classrooms was reviewed. The researcher reviewed the context of the program in which, and for which, the program was designed, explained how the program was developed, and provided a description of the program.…”

Exploring Digital Literacy Practices in an Inclusive Classroom

“…If the notion that public schools should prepare children to be proficient consumers, producers, and disseminators of a variety of print‐based and digital texts is taken seriously, then all students, particularly those receiving special services, should have access to pedagogies that promote fluency with tenets of the 21st century literacies framework. By supporting inclusivity, our team wishes to actively work against deficit constructions of students with academic, linguistic, physical, cognitive, or economic factors that impede their ability to access the district‐approved curricula without additional supports (Oyler, ). Instead, we promote constructing learning experiences based on the fluctuating needs of students that attend to the social, political, and economic realities of being labeled as special education, bilingual, at‐risk, struggling, or below grade level.…”

Commentary: Inquiry-Based Teacher Learning for Inclusivity: Professional Development for Action and Change

“…The work of teaching is thoughtful problem solving (Oyler, 2011) and in order to make deliberate and informed choices teachers require a certain amount of autonomy and self-confidence around their decision making (Farris-Berg & Dirkswager, 2013). Membership in the intellectual communities of our inquiry teams provided participants with validation and support that fostered confidence and autonomy in their classroom decision making.…”