Collaboration or Siloing? Moving Teacher Preparation in California Toward One Inclusive System

• In Event: Moscone Center North Roundtable Session 3
  In Roundtable Session: Teacher Preparation at the Intersections of Disability Studies

Abstract

The purpose of this study was to examine how teacher preparation programs in California are meeting the demand for inclusive education in light of the 2018 mandate from the California Commission on Teacher Credentialing (CTC). The mandate created a common set of knowledge, skills, and abilities for all teachers to meet the diverse needs of TK-12 students. This study shares findings from surveys sent to teacher education faculty at 53 major teacher education programs throughout California (n=1,323). Initial analysis revealed that teacher educators lack a shared understanding of dis/ability, operate in discrete silos of knowledge, and require additional resources to build capacity. Collaboration between general and special education programs and stakeholders are analyzed and underscored.

Authors

• Trisha Sugita, Chapman University

• Anne J. Steketee, Millikin University