Using a transdisciplinary model to address inequities in field placements for teacher candidates with disabilities

Bargerhuff, Mary Ellen; Cole, Donna J.; Teeters, Laura

doi:10.1080/13603111003721098

Cited by 13 publications

(36 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This is because there are nested and sometimes competing factors such as state accreditation requirements, professional licensure standards, university protocol, and research-based practices informing the policies and practices for preparing profession-ready special educators. As such, teacher candidates with disabilities often report feeling burdensome to their preparation programs and convey a general sense of unpreparedness for their disability-related needs among those who are intended to support them (e.g., DRPs, faculty; Bargerhuff et al, 2012; Griffiths, 2012). In fact, when special education teacher candidates with disabilities seek accommodations within their teacher preparation coursework, they often encounter hesitancy or uncertainty from DRPs, faculty, staff, and clinical field experience stakeholders (e.g., cooperating teachers) who are concerned such accommodations will compromise the profession’s standards (Baldwin, 2007; Griffiths, 2012; Leyser & Greenberger, 2008).…”

Section: Access and Equity In Special Education Teacher Preparationmentioning

confidence: 99%

The Experiences of Teacher Candidates With Disabilities: A Systematic Literature Review

Strimel

Nagro

Baker

et al. 2023

Teacher Education and Special Education: The Journal of the Tea

View full text Add to dashboard Cite

Despite the availability of disability resource centers and reasonable accommodations to facilitate access among teacher candidates with disabilities, research has shown that access alone may not be conducive to equitable educational experiences that promote program retention and completion. The purpose of this systematic review of the literature was to synthesize existing research on the experiences of teacher candidates with disabilities in teacher preparation programs and present implications and future directions for research, policy, and practice in higher education disability resources and special education teacher preparation to advance both access and equity in these settings. Results from five total articles showed that teacher candidates with disabilities experienced several barriers to access in their teacher preparation programs that negatively impacted their personal and professional outcomes. The authors conclude with a discussion of future directions for research, policy, and practice in both special education teacher preparation and higher education disability resources.

show abstract

Section: Access and Equity In Special Education Teacher Preparationmentioning

confidence: 99%

The Experiences of Teacher Candidates With Disabilities: A Systematic Literature Review

Strimel

Nagro

Baker

et al. 2023

Teacher Education and Special Education: The Journal of the Tea

View full text Add to dashboard Cite

show abstract

“…In most cases, teacher candidates attributed these difficulties to an overall awareness of negative attitudes towards educators with disabilities, both covert and overt. In addition, within the context of clinical field experiences, researchers found that some stakeholders perceive accommodating fieldwork as a direct fundamental alteration to the requirements of the teaching profession (Griffiths, 2012;Bargerhuff et al, 2012). When this occurs, disabled teacher candidates are left to report any issues back to their designated DRP.…”

Section: Accommodations and Special Education Teacher Preparationmentioning

confidence: 99%

“…When this occurs, disabled teacher candidates are left to report any issues back to their designated DRP. Otherwise, they will go unknown and unresolved, and teacher candidates often feel that they or their accommodations are burdensome to their respective teacher preparation programs (Bargerhuff et al, 2012;Griffiths, 2012).…”

Section: Accommodations and Special Education Teacher Preparationmentioning

confidence: 99%

Socially-Just Disability Resources: An Approach to Enhancing Equity for Teacher Candidates with Disabilities

Strimel

2022

JOSEP

View full text Add to dashboard Cite

To effectively diversify the special education profession, the field must recognize disability as an aspect of diversity and critically examine how disabled teacher candidates experience higher education. Research has shown, for example, that during their time in teacher preparation programs, teacher candidates with disabilities encounter numerous barriers and a general sense of unpreparedness for their disability-related needs among several stakeholders (e.g., faculty, staff, disability resource professionals). The purpose of this article, therefore, is to describe an approach for disability resource professionals to apply socially-just disability resources—an emergent professional paradigm in the field of higher education disability resources—to enhance both access and equity in special edu- cation teacher preparation programs.

show abstract

“…El bienestar de la infancia supone una cuestión prioritaria a nivel mundial (Prilleltensky, 2010), garantizando el derecho a una educación de todos los niños con igualdad de oportunidades (Bargerhuff, Cole y Teeters, 2012). Para ello, las políticas educativas apuestan por ofrecer una educación inclusiva que responda a la diversidad del alumnado (Leiva, Gairin y Guerra, 2019), basada en los principios de igualdad, equidad y justicia social (Álvarez-Arregui y Arreguit, 2019; Arnaiz, 2012;Ainscow, Booth y Dyson, 2006;Blanco, 2010;Calero, 2006;Costelo y Boyle, 2013).…”

Section: Introductionunclassified

Validación de una Escala para la Evaluación de las Actitudes hacia la Educación Inclusiva en la formación inicial del educador social

Palomino

2020

AULA_ABIERTA

View full text Add to dashboard Cite

En este trabajo se presenta el proceso de diseño y validación de una escala que pretende analizar las actitudes y la formación inicial de futuros educadores sociales hacia la educación inclusiva. Así pues, se ha analizado de validez de contenido del instrumento a partir del juicio de expertos y una prueba piloto, aplicándose la escala a una muestra de 245 estudiantes de 4º curso del Grado en Educación Social de la Universidad de Jaén. Para la validez de constructo, se ha realizado el análisis factorial determinándose la existencia de cuatro factores que explican el 51.25% de la varianza. Además, se han obtenido correlaciones significativas entre los factores previamente definidos. Por su parte, el análisis de fiabilidad ha demostrado resultados bastante favorables, lo que consolida la adecuada consistencia interna de la escala. Se trata, por tanto, de un instrumento válido y fiable que permite comprobar las actitudes y percepciones hacia la formación inicial recibida sobre educación inclusiva del estudiante del Grado en Educación Social, como profesional que persigue la mejora de la educación bajo los principios de equidad e inclusión.Palabras clave: Educación Social; actitud del estudiante; Educación Especial; integración social.

show abstract

Using a transdisciplinary model to address inequities in field placements for teacher candidates with disabilities

Cited by 13 publications

References 25 publications

The Experiences of Teacher Candidates With Disabilities: A Systematic Literature Review

The Experiences of Teacher Candidates With Disabilities: A Systematic Literature Review

Socially-Just Disability Resources: An Approach to Enhancing Equity for Teacher Candidates with Disabilities

Validación de una Escala para la Evaluación de las Actitudes hacia la Educación Inclusiva en la formación inicial del educador social

Contact Info

Product

Resources

About