Special Education Teacher Preparation Programs Research Articles

Teaching in the Era of Artificial Intelligence: Reimagining Activities and Assignments in Preservice Special Education Teacher Education Programs

Artificial intelligence (AI) text generators, such as ChatGPT and Copilot, have been used for various purposes such as creating written content, writing or debugging computer code, answering questions, providing information, and improving written communication. This robust functionality of AI text generators along with the high rate of use reported by college students highlights the need for instructors in special education teacher preparation programs to contend with the impact of AI on teaching and learning. The purpose of this article is to provide examples of how teacher educators might reimagine assignments and activities in the era of AI text generators. Specifically, the authors explore ways that AI applications might be intentionally incorporated or, conversely, intentionally restricted in the design of course assignments and activities.

Pulling the Lever: Supporting Critical Consciousness in Secondary Special Education and Transition

Youth with disabilities encounter multiple systemic barriers to post-school success, including racism and discrimination. Critical consciousness is the foundation of culturally responsive and anti-racist work and supports self-determination and vocational outcomes expectations among marginalized youth. While secondary special educators are interested in learning more about culturally responsive practices such as critical consciousness, they lack institutional support and resources to implement these practices. In this article, we present an ecologically based conceptual framework of Critical Consciousness in Secondary Special Education and Transition (CCSSET) to demonstrate how special education teacher preparation programs and school administrators can leverage funding, laws, policies, and resources to support critical consciousness among teachers and students. Implications for research and practice are discussed.

Lighting the Path for Incoming Special Education Teachers: Advice From Special Educators on AAC Practices

Special education teachers have students in their classrooms with a variety of needs, and it is their responsibility to meet these needs for all students. Research shows special education teachers oftentimes enter the field with limited knowledge and skills to serve students with complex communication needs. The lack of background in augmentative and alternative communication practices is detrimental, as communication skills are fundamental for students’ independence. To better understand the needs of special education teachers, a survey was conducted to identify recommendations from the experts, in-service special education teachers, to incoming educators on augmentative and alternative practices. Results show that certain participant demographics impacted the recommendations offered to incoming special education teachers. Practical implications for incoming special education teachers, school administrators, and teacher preparation programs are discussed, along with suggestion for future research directions.

Reconstructing special educators’ knowledge about families with members in the autistic spectrum through befriending experiences

The role of parents within special education teacher preparation programs has been widely recognized. Traditional approaches for preparing special educators to interact with parents of children with special needs have been mainly classroom based promoting a narrow view of the disability, as a construct isolated from its micro-level social context (i.e., the home). Befriending has been increasingly supported as an emerging approach for the social support of vulnerable families in the community. Drawing upon the limitations of the traditional approaches and the need for reforming special education teacher training towards experiential learning and greater community engagement, in this paper we will share the insights from the development of a three-year befriending project between a university department and two charities of parents with members in the autistic spectrum. Overall, the scheme involved 35 families with persons in the autistic spectrum and 75 befrienders, the majority of which (n=60) were trainee special education teachers. Finally, we will discuss how befriending, viewed as a process for reconstructing special education teachers’ knowledge about families with persons in the autistic spectrum, can be embedded within curricula in special education teacher training programs.

Leveraging the Paraeducator-to-Teacher Pipeline to Attract and Prepare Special Education Teachers

The well-documented special education teacher shortage in the U.S. has significant negative consequences for students with disabilities who require specially designed instruction from special education teachers. To address this shortage, special education teacher preparation programs should explore innovative approaches to recruiting and training future special education teachers. One such approach is the paraeducator-to-teacher (PTT) pipeline in which paraeducators complete preservice coursework and on-the-job training to earn their special education certification. In this article, we present two PTT pipelines that exist within one special education teacher preparation program. First, we review the literature on PTT pipelines and their efficacy in building the field. Next, we provide an overview of the special education teacher preparation program of interest and its state context, followed by descriptions of the program’s two PTT pipelines. We then discuss the levers that support implementation of each PTT pipeline. Finally, we present considerations for special education teacher preparation programs to ensure PTT pipelines expand the special education teaching workforce with well-prepared, high-quality special education teachers equipped to support students with disabilities.

Making Meaningful Connections: Facilitating Schoolwide Family Engagement With Culturally Diverse Families

The importance of strong family partnerships has long been considered essential to supporting the success of student with exceptionalities. Research indicates that building school-wide relationships with culturally and linguistically diverse families continues to prove challenges for administrators and other school personnel (Fowler, Coleman, Bogdan, 2019). The Individuals with Disabilities Act (IDEA) and the Every Student Succeeds Act (ESSA) both emphasize the critical importance of family engagement. Due to the national professional standards which undergird special education teacher preparation programs, special educators are uniquely positioned to enhance school-wide family engagement strategies. The focus of this practitioner-based manuscript is to provide building-level school administrators with planning tools to implement culturally responsive family-engagement for families of children with disabilities.

Universal Design for Learning and Direct Instruction in a Special Education Practicum

The Instructional Planning Project (IPP) assignment is set in an online practicum course for graduate students in a high incidence special education teacher preparation program. The IPP assignment is the culminating assignment in a sixteen-week long course. The course provides students with a lesson plan template, for a reading or math lesson, that integrates direct instruction and Universal Design for Learning. The template is used for the major IPP assignment as well as for prior lesson plan assignments. Detailed instructions and a rubric are provided on Canvas, the learning management system, for the IPP assignment, where practicum students infuse Universal Design for Learning principles into a direct instruction lesson.

An Undergraduate Program to Address the Teacher Shortage: What We Thought We Knew

After more than 20 years of a critical shortage in special education teachers, this mid-Atlantic state expedited program development for undergraduate-level teacher preparation programs. To meet the accelerated timeline, one programat a large public university used its graduate-level coursework as a model for the undergraduate level program. After initial implementation, it was clear that revisions were necessary. In this article, we provide a description of the program revision activities conducted, including (a) building a representative advisory board, (b) conducting a needs assessment, (c) developing a coherent curriculum map, (d) creating an action plan and implementing reforms, and (e) reviewing ongoing activities for continuous improvement. Implications are described, including how special education teacher preparation programs can use the CEEDAR Center Roadmap to Educator Preparation Reform to guide data-based program revisions, conduct a Q-Sort Activity as a systematic way to identify program priorities, and engage in program review activities, ultimately to better prepare special educators and reduce the teacher shortage.

Multi-Tiered System of Supports for Teacher Preparation: A Framework to Attract, Retain, and Prepare Special Educators

Special education teacher preparation programs (SETPPs) take on the difficult task of preparing high-quality educators ready to meet the diverse needs of students with disabilities. This mission is increasingly vital as we face a widespread and long-standing shortage of special educators and declining enrollment in SETPPs. In this article, we will highlight how integrating a multi-tiered system of support (MTSS) model within a teacher preparation program can provide a systematic framework to improve recruitment and retention efforts, stakeholder satisfaction, and pre-service teacher quality. We will provide an illustrative description of how we incorporated an MTSS framework in our undergraduate SETPP, which included a continuum of interventions to meet a wide variety of pre-service teacher needs, data-based decisions and universal screening, and explicit instruction of our core competencies (i.e., knowledge, skills, dispositions). This article opens the conversation on the potential benefits of expanding the MTSS framework into higher education, specifically teacher preparation, as an innovative approach for attracting, retaining, and preparing high-quality special educators.

Quality Evaluation of Special Education Teacher Preparation Programs at the Northern Governorates Universities in the Hashemite Kingdom of Jordan, in Light of CAEP Standards

The paper contributes to the existing literature in assessing the quality of the Special Education Teacher Preparation Program in light of the standards of the Council for the Accreditation of Teacher Education (CAEP).The study sample consisted of (48) faculty members, of whom (28) were males and (20) females, and the questionnaire was used to collect data. the results showed that the degree of evaluating the quality of the special education teacher preparation program in the universities of the northern governorates in Jordan in the light of the standards of the Accreditation Council for Teacher Education (CAEP) was medium, and the results showed that there were statistically significant differences according to the gender variable in favor of females. And the academic rank in favor of the lower ranks, The study recommended the need to review the experiences of other countries in the field of preparing programs for special education teachers according to other international standards and evaluate them according to the latest developments in this field.

“The world is my oyster”: impacts of an international student teaching experience on future early childhood special educators

ABSTRACT A critical component of blended early childhood/early childhood special education teacher preparation programs is preparing future educators who have the knowledge and skills to work with culturally and linguistically diverse children and families. International field experiences that immerse pre-service teachers (PSTs) in another culture can provide a transformational experience that leads to personal and professional growth and the use of culturally responsive practices. The purpose of this qualitative study was to understand how an 8-week student teaching experience in Ecuador impacted PSTs’ understanding of special education and their perceived ability to work effectively with culturally and linguistically diverse children and their families. We conducted semi-structured interviews with six undergraduate PSTs who student taught in Ecuador in Fall 2019. Participants described an awareness of culturally responsive practices, new perspectives on special education, and a shift in confidence and self-efficacy. This international experience provided different opportunities than traditional domestic field placements. PSTs described their responsibility for planning and implementing interventions with children with special needs as heightening their interest in special education. Given the transformational nature of international field experiences, personnel preparation programs should consider replicating key components of international field placements within cross-cultural domestic field placements.

The Degree Of Applicability Of Quality Standards In Special Education Teacher Preparation Programs In Saudi Universities

The Degree Of Applicability Of Quality Standards In Special Education Teacher Preparation Programs In Saudi Universities

Science of Reading in Special Education Teacher Preparation

Reading development is a complex cognitive process, and instruction must be guided by the science of what works, for whom, and under which conditions. Students with learning disabilities (LD) in reading require high-quality reading instruction and, often, intensive intervention delivered by knowledgeable teachers. Yet, many teachers enter the field unprepared to teach reading. This special series in Intervention in School and Clinic brings together teacher-educators and reading researchers for a collection of articles that address critical issues related to training future special education teachers. These articles describe the design and delivery of reading methods courses in special education teacher preparation programs, including usable, practical strategies for teacher-educators to implement.

Delivering Instruction During the Pandemic: Insights for Special Education Administrators and Teacher Preparation Programs

This study examined considerations for delivering online instruction and related services to students with disabilities. The purpose of the study was to uncover teachers’ reflections about their experiences with online learning for students with disabilities as a response to COVID-19. We used an online open-ended survey to collect reflections from practicing teachers, who were graduates of a special education program at a university in Florida. Our findings highlighted challenges and unanticipated benefits of online service delivery. We discussed how administrators should streamline instructional-delivery platforms and procedures for teachers, students, and families. We recommended ensuring that Individualized Education Planning (IEP) teams consider priorities for future pandemics and natural disasters. Keywords: Online learning, special education teachers, students with disabilities, COVID-19, administrators.

Over represented – under represented: the juxtaposition of Black males in special education programs

Abstract The disproportionate, over-representation of Black boys in special education continues to be a matter of social injustice and inequity in education. Many Black students are placed in special education due to subjective identification processes. This is especially true when it comes to classifications such as Emotional Behavior Disorders (EBD). Black boys classified with EBD are more likely to be educated in exclusionary settings, and once placed, are less likely to return to integrated environments. This often leads to poor educational and life outcomes. The topic of disproportionality in special education has been studied and discussed over the past several decades, yet the problems persist. The purpose of this article is to discuss reasons for the over representation of Black boys who are identified as having EBD. Moreover, this discussion is extended to include the disproportionate, under-representation of Black men as special education professionals, classroom teachers and full-time faculty members in special education teacher preparation programs. The impact of this juxtaposition continues to exacerbate both sides of disproportionality of Black males in special education.

Mentor teachers modeling: affordance or constraint for special education pre-service teachers in the practicum setting?

ABSTRACT Special education (SPED) teacher preparation programs are intended to help preservice teachers (PSTs) learn and adopt effective teaching practices to serve students with special needs. To help SPED-PSTs learn needed skills, SPED mentor teachers (MTs) must employ high-leverage practices (HLPs) such as performance feedback, conferencing, and modeling. Although most teacher preparation programs utilize modeling in preparing PSTs, little is known about how SPED-MTs use this mentoring tool. An interpretative phenomenological analysis was conducted to explore how SPED-MTs engaged PSTs in modeling practices during a practicum experience. Data from semi-structured interviews were analyzed to describe SPED-PST and SPED-MT attitudes, experiences, and use of modeling over the course of a special education practicum, focusing on MTs’ modeling strategies and PSTs’ subsequent behaviors. The relative impacts of simple and cognitive modeling on the PST-MT relationship were compared. SPED-MTs’ modeling foci were compared to recommended HLPs. This preliminary study provides recommendations for SPED-MTs’ use of modeling with SPED-PSTs.

The Role of Teacher Self-Efficacy in Special Education Teacher Candidates’ Sensemaking: A Mixed-Methods Investigation

Shifts in special education over the last 25 years have increased the pressure on special education teacher preparation programs to improve the quality of opportunities to learn provided to teacher candidates. One aspect of quality that has not been extensively explored in the literature is the interaction between the individual candidate—the learner—and preparation experiences. Using survey and interview data from special education teacher candidates across six teacher preparation programs, we explore how candidates with differing levels of teacher self-efficacy (TSE) experience preparation. Findings suggest that TSE shaped how candidates made sense of preparation and what they took up from their opportunities to learn. Across phases, candidates with low- and high-TSE differed in how they reported on their learning opportunities and then how they interpreted these opportunities as shaping their future practice. We end with implications for research, policy, and practice in special education teacher preparation.

Streamlining Observations, Feedback, Reflection, and Professional Development: Are You Ready to Be COACHED?

Special education teacher preparation programs vary in their usage of practices (e.g., modeling and performance feedback) that have consistently been shown to effectively coach pre-service teachers to sustain high-quality implementation of teaching practices. Research even suggests that some pre-service special education teachers may not receive any of these coaching practices during their field experiences. In this article, we describe a feasible multimedia coaching option for teacher educators and teacher candidates to use to streamline the observation and coaching process using effective coaching practices and improved consistency. Specifically, this multimedia tool can be used to document pre-service teacher practice, generate feedback, deliver targeted instruction, and provide the opportunity for structured self-reflection.

Selecting and Integrating High-Quality Videos into Teacher Education

High leverage practices (HLPs) in special education are 22 critical skills related to collaboration, assessment, social/emotional/behavioral, and instructional domains. These practices are supported by research and recommended for use in PK-12 classrooms serving students with and without disabilities. Given the vast instructional modalities used within teacher education (i.e., face-to-face, online synchronous, online asynchronous, or hybrid flexible), it is important to have an array of resources that support teacher candidates’ knowledge of HLPs, in addition to providing a glimpse at HLP implementation in authentic contexts. Videosare an advantageous option for achieving both goals; however, there are important considerations for maximizing the effectiveness of this learning support. Therefore, the aim of this article is to provide teacher educators with guidance on selecting and integrating videos to address critical HLP content. With a focus on leveraging effective design elements, this article describes the benefits of using video to address HLP content in special education teacher preparation programs, and offers guidance on integrating video within coursework through the use of a multimedia instructional tool called Content Acquisition Podcasts (CAPs).

From Detractive to Democratic: The Duty of Teacher Education to Disrupt Structural Ableism and Reimagine Disability

Background: There is scant research on whether or how special education teacher preparation plays a role in shaping, maintaining, or perpetuating ableism and oppression for disabled students, which the author proposes is “structural ableism.” This conceptual article argues that special education teacher preparation programs’ systems and structures should be examined for ways they inadvertently contribute to ableist perceptions of disability to ensure that such structures do not influence the lenses and practice of the teachers they produce. Purpose: This article proposes that special education teacher preparation programs’ systems and structures should be examined for ways they inadvertently contribute to oppressive educational conditions and negative or ableist perceptions of disability to ensure that such structures do not influence the lenses and practice of the teachers they produce. In this article, the author theorizes “structural ableism,” which she defines as “a complex system of hierarchical and discriminatory processes, policies, and institutions that privilege and prefer able-bodied people, fail to represent or meaningfully include disabled persons’ voices, and are grounded in a network of ableist beliefs and practices that maintain and reproduce unequal outcomes for disabled people and benefit able-bodied people.” Conclusion: The author concludes that teacher preparation has a duty to embrace inclusivity through the lens of democratic education to help “shift disability toward a more inclusive ideology, and identify and dismantle oppressive structures that perpetuate ableism in teacher candidates.”