Practice-Based Teacher Education for the Preparation of Teacher Candidates to Use High-Leverage Practices to Promote the Inclusion of Students with Disabilities

Abstract

Practice-based teacher education is an approach to teacher preparation that focuses on developing teaching candidates into skilled teachers who can use core instructional practices well. When core instructional practices are implemented with precision, teachers are better able to meet the needs of all students, including students with disabilities, which can increase the extent to which students with disabilities are taught in inclusive settings. In this chapter, we present a method for implementing practice-based teacher education that includes the four core components of (1) modeling, (2) multiple and varied practice opportunities, (3) coaching and performance-based feedback, and (4) self-evaluation of performance. If teacher educators follow this four-step model to teacher preparation, their teacher candidates are more likely to develop the knowledge and skills necessary to become effective teachers. Moreover, when the content and clinical experiences of the preparation program converge in the use of co-teaching structures and experiences that prioritize the inclusion of students with disabilities and the collaboration with school mental health professionals, teacher candidates will be better prepared to meet the diverse academic and social-emotional needs of all students.KeywordsPractice-based teacher educationClinical model of teacher educationInclusion of students with disabilitiesHigh-leverage practicesWorkforce development