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Pugach, Marleen C.; Blanton, Linda P.; Mickelson, Ann M.; Boveda, Mildred – Teacher Education and Special Education, 2020
Our intergenerational authorial team takes up a central--and unresolved--issue within teacher education for inclusion, namely, the role of curriculum in reconceptualizing pre-service programs. We specifically review literature and policy on how special education teacher educators have approached conceptions of curriculum, using this past as…
Descriptors: Preservice Teacher Education, Inclusion, Special Education, Teacher Education Curriculum
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Brownell, Mary T.; Jones, Nathan D.; Sohn, Hyojong; Stark, Kristabel – Teacher Education and Special Education, 2020
In the 2010 issue of "Teacher Education and Special Education (TESE)," Sindelar and colleagues examined the current status of research on special education teachers and outlined future work necessary to improve the special education teacher workforce. In this article, the authors focus explicitly on Sindelar and colleagues' charge to…
Descriptors: Educational Quality, Students with Disabilities, Teacher Education Programs, Special Education
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Kozleski, Elizabeth B.; Proffitt, William A. – Teacher Education and Special Education, 2020
In this article, co-written by a self-identified White female professor and a self-identified Black male doctoral student, the authors address the pressing need to train and retain a teacher workforce willing and able to foster equity for students from nondominant racial, ethnic, and linguistic backgrounds. They make three arguments. First, the…
Descriptors: Diversity (Faculty), Equal Education, Teacher Education, Identification (Psychology)
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Billingsley, Bonnie; Bettini, Elizabeth; Mathews, Hannah Morris; McLeskey, James – Teacher Education and Special Education, 2020
Special education teachers (SETs) are expected to use effective practices to improve outcomes for students with disabilities, yet even those who are well-prepared may not be effective in teaching these students, as problematic working conditions may limit their opportunities to teach effectively and their longevity in the profession. To complicate…
Descriptors: Special Education Teachers, Teaching Conditions, Teacher Burnout, Teacher Persistence
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Mason-Williams, Loretta; Bettini, Elizabeth; Peyton, David; Harvey, Alexandria; Rosenberg, Michael; Sindelar, Paul T. – Teacher Education and Special Education, 2020
In this article, the authors describe the complexity of special education teacher (SET) shortage, how shortage undermines equal educational opportunity, and strategies that school districts and state and federal governments have used to combat them. The authors consider the economic consequences of shortage and describe how school budgets are…
Descriptors: Special Education Teachers, Teacher Shortage, Students with Disabilities, Poverty
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Metsala, Jamie L.; Harkins, Mary Jane – Teacher Education and Special Education, 2020
Teachers' self-efficacy and beliefs are important to classroom practices and student success. In this study, the authors examine preservice teachers' self-efficacy and beliefs related to inclusive education. One hundred seventy-nine preservice teachers enrolled in secondary or elementary education programs participated in this study. Overall,…
Descriptors: Preservice Teachers, Self Efficacy, Student Attitudes, Beliefs
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Cole-Lade, Gretchen M.; Bailey, Lucy E. – Teacher Education and Special Education, 2020
The purpose of this study was to examine the roles of paraeducators in educational teams who supported young children with complex communication needs (CCNs). Participants included members of three teams which included general and special education teachers, paraeducators, speech and language pathologists (SLPs), and parents. An instrumental,…
Descriptors: Paraprofessional School Personnel, Student Needs, Teamwork, Role
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Fogle, Keri C.; Hoppey, David; Allsopp, David H. – Teacher Education and Special Education, 2020
Parents have advocated for the educational rights of their children with disabilities for decades, and more so since the reauthorization of the Individuals With Disabilities Education Act (IDEA). Advocating for one's child while working as an employee in the same school district where your child receives special education services comes with…
Descriptors: Advocacy, Student Rights, Autism, Pervasive Developmental Disorders
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Gomez-Najarro, Joyce – Teacher Education and Special Education, 2020
Response to Intervention (RTI) may create an opportunity for equitable approaches to special education evaluation, in part, through collaboration among general and special education teachers, who can combine their areas of expertise to better understand how to serve students' unique academic needs, particularly in underresourced schools serving…
Descriptors: Regular and Special Education Relationship, Special Education Teachers, Teacher Collaboration, Response to Intervention
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Beck, Stephenson J.; DeSutter, Keri – Teacher Education and Special Education, 2020
Special education professionals serve as facilitators of Individualized Education Plan (IEP) team meetings. As special educators serve on many IEP teams during the course of an academic year, and as the member composition for each team varies, facilitators are confronted with a unique set of challenges to managing successful meetings. In this…
Descriptors: Individualized Education Programs, Meetings, Teamwork, Cooperative Planning
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Sayeski, Kristin L.; Hamilton-Jones, Bethany; Cutler, Grace; Earle, Gentry A.; Husney, Lauren – Teacher Education and Special Education, 2019
A greater emphasis on measuring the outputs of teacher preparation programs such as practice-based evaluations (e.g., edTPA) has increased the need for teacher educators to examine "best practice" for developing the skill-based competencies of teacher candidates. The purpose of this study was to examine the role of practice and feedback…
Descriptors: Feedback (Response), Role, Preservice Teachers, Accuracy
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Klopfer, Kristina M.; Scott, Katreena; Jenkins, Jennifer; Ducharme, Joe – Teacher Education and Special Education, 2019
Childhood emotional and behavioral problems are prevalent in elementary classroom settings, making it imperative that high-quality, efficacious training be available to support teachers in managing disruptive and distressed child behaviors. Our study used a randomized control design to examine the impact of 36 hours of preservice education…
Descriptors: Preservice Teacher Education, Classroom Techniques, Pretests Posttests, Emotional Disturbances
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Schles, Rachel Anne; Robertson, Rachel E. – Teacher Education and Special Education, 2019
Given the importance of evidence-based practices (EBPs) for improving outcomes for students with disabilities, it is key that preservice special education teachers have the opportunity to implement EBPs with high levels of fidelity during their teacher preparation program. For this reason, the authors conducted a systematic review of the…
Descriptors: Role, Feedback (Response), Evidence Based Practice, Preservice Teacher Education
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Mueller, Tracy Gershwin; Vick, Anna Moriarity – Teacher Education and Special Education, 2019
There is limited research about effective Individualized Education Program (IEP) meeting practices that promote family-professional collaboration. One emerging practice, the Facilitated IEP (FIEP) meeting, has recently gained national attention for its team-based approach. In this study, the authors interview 32 FIEP participants about their…
Descriptors: Resilience (Psychology), Individualized Education Programs, Meetings, Teamwork
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Yell, Mitchell L.; Bateman, David F. – Teacher Education and Special Education, 2019
The purpose of this article is to examine the free appropriate public education (FAPE) requirements of the Individuals With Disabilities Education Act (IDEA). The authors first briefly examine the definition of FAPE in the IDEA. Second, they delve into the U.S. Supreme Court's decisions in "Board of Education v. Rowley" and "Endrew…
Descriptors: Court Litigation, Public Education, Educational Legislation, Disabilities
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