Special Education Teacher Preparation and Inclusive Postsecondary Education: Effects of a Peer Mentorship Field Experience

• In Event: Antiracist, Social Justice, and Inclusive Pedagogies

Abstract

Many students with disabilities (SWDs) are quite capable of attending postsecondary education programs. To support SWDs, special education teacher candidates (SETCs) must be prepared to help them explore and prepare for their options. This study examined the impacts of a peer mentorship field experience with postsecondary SWDs on SETCs. Findings indicate SETCs were reminded of SWDs’ vast capabilities and formed genuine friendships with SWDs. SETCs became committed to honoring SWDs’ future plans and supporting those via advocacy and curricular supports. It is vital that SETCs understand postsecondary education programs for SWDs and how they might support their K-12 students to participate in such programs. Strategically crafted field experiences involving postsecondary education may better support SETCs as well as SWDs.

Authors

• Julianne A. Wenner, Clemson University
  Presenting Author

• Jeremy W. Ford, Boise State University
  Non-Presenting Author