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ERIC Number: EJ1170064
Record Type: Journal
Publication Date: 2018-Mar
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1053-4512
Using Lesson Study to Prepare Preservice Special Educators
Roberts, Carly A.; Benedict, Amber E.; Kim, So Yeon; Tandy, Jacob
Intervention in School and Clinic, v53 n4 p237-244 Mar 2018
Learning to teach students with disabilities is challenging. Preservice special educators must develop critical knowledge of content as well as skill for enacting evidence-based practices effectively. Preservice special educators need increased opportunities to learn core knowledge coupled with a mechanism to support them in situating their newly acquired knowledge and skills in classroom practice. This column describes lesson study (LS), a practice-based approach that can be integrated within a teacher preparation program preparing preservice special educators to teach students with high-incidence disabilities. The column includes (a) a description of steps that teacher educators can take to integrate the LS process into their teacher preparation program, (b) reproducible items needed to facilitate LS, and (c) recommendations for evaluating the effect of LS on preservice special educators' knowledge and skills.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Tests/Questionnaires; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A