A Framework for Centering Students With Extensive Support Needs in All Educator Preparation Programs

• In Event: Dismantling Educational Structures That Create Barriers for Students With Disabilities

Abstract

Purpose. The purpose of this study was to evaluate the effectiveness of a framework that included a focus on students with Extensive Support Needs (ESN) applied across all credential areas in four educator preparation programs.
Perspective. Over the last 20+ years scholars and practitioners have continued to call for addressing the siloed structure of general and special educator preparation in order to better address the segregated nature of general and “special” education and increase access for students with disabilities in K-12 schools (e.g., Ashby, 2012; Author, 2014). However, educator preparation has been slow to change with many educator preparation programs continuing to promote a divided structure that perpetuates the marginalization of students with disabilities. In order to address this issue, the researchers developed a framework for educator preparation programs that focuses on centering the most marginalized students in our communities, including students with disabilities with ESN.We then implemented the framework in four educator preparation programs across all credential areas. This manuscript presents the results of the first year of implementation of this framework across four educator preparation programs with a specific focus on students with extensive support needs and how students with ESN were (and were not) addressed.
Methods. We used a multi-site case study design approach to assess how, if at all, educator preparation programs addressed students with extensive support needs who were specifically included in the framework.
Data Sources. Data include documents, surveys, and implementation plans used in Year 1.
Results. Results suggest that although EPPs focused somewhat on disability and special education with the context of an intersectional framework, there remained little to no focus on embedding practices for, or addressing, students with ESN.
Significance. Students with ESN continue to be educated outside general education settings with little to no increased access to general education over the last 20 years. Teacher education has long perpetuated the separation of “general” and “special” education. If new teachers are prepared to support inclusive environments there is potential for increased success in inclusive practices. Addressing how to remove systemic barriers in teacher education and prepare all teachers to educate students with ESN in their classrooms is of utmost importance in making progress toward more inclusive practices.

Authors

• Meghan E. Cosier, Chapman University
  Presenting Author

• Charlotte Achieng Evensen, Chapman University
  Presenting Author

• Kevin Nguyen-Stockbridge, Chapman University
  Presenting Author