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ERIC Number: ED468743
Record Type: RIE
Publication Date: 2002-Feb
Pages: 17
Abstractor: N/A
Preparing Teachers To Work with Students with Disabilities: Possibilities and Challenges for Special and General Teacher Education. White Paper.
Kozleski, Elizabeth B.; Pugach, Marleen; Yinger, Robert
This document describes the context in which colleges and universities prepare teachers to work with children with disabilities, presenting a vision for a system of teacher preparation conducted through partnerships between higher education and P-12 schools. It offers perspectives, ideas, and examples that may help those who are engaged in and support teacher education and who are concerned with preparing teachers to work with students with disabilities. After discussing foundations for change, the document examines opportunities and challenges for improving the education of all teachers to serve students with disabilities, focusing on five elements of renewal: renew the teacher education curriculum to establish a shared language that supports collaboration between general and special education teachers; establish collaborative clinical experiences for prospective general and special educators; ensure competence of teacher candidates to work with students with disabilities before recommending licensure; support beginning teachers during their first 3 years; and promote shared governance for teacher education that reflects the collective responsibilities of teacher educators, content specialists, and practicing teachers. For each issue discussed, the document presents the context of renewal and looks at possibilities and challenges. (SM)
AACTE Publications, 1307 New York Avenue, N.W., Suite 300, Washington, DC 20005-4701. Tel: 202-293-2450; Fax: 202-457-8095; Web site:
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: American Association of Colleges for Teacher Education, Washington, DC.
Grant or Contract Numbers: N/A
Note: Produced by the AACTE Focus Council on Special Education.