Abstract
This chapter examines a framework for special education teacher preparation within music teacher education. According to the National Center for Educational Statistics, as of the 2013–2014 academic year, 6.5 million students representing 13% of all public school children qualify for special education services. This was an increase from 4.7 million, or 11%, in 1990–1991. Music education and special education share similar challenges with teacher preparation. Finding, preparing, and developing a qualified workforce in special education presents one of the field’s biggest challenges. The first logical place to examine pathways to successful preparation for music teachers is the literature focused on teacher preparation in special education. Brownell (2005) proposes a framework for special education teacher preparation that includes crafting impactful field experiences, working together (collaboration), examining outcomes of teacher education, and focusing on inclusion and cultural diversity.
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