Special Education Student Teachers' Reflections of Skills and Observed Practices

• In Event: Special and Inclusive Education Teacher Leadership and Preparation

Abstract

Over the course of five consecutive fall and spring semesters, 119 undergraduate and graduate candidates in a special education initial teacher licensure program from a large Midwestern university participated in a study to examine their reflections of their student teaching experience. Specifically, candidates reported that their a) knowledge of and b) ability to effectively implement 16 skills associated with their teacher education program and Council for Exceptional Children standards and c) the extent to which they observed the effective implementation of these 16 skills during student teaching. Candidates reported highest scores in areas related to professionalism and collaboration and lower scores in designing functional behavioral assessments and interventions for students with low incidence disabilities. Implications from the study are included.

Authors

• Greg Conderman, Northern Illinois University

• Stephanie DeSpain, Northern Illinois University

• David A. Walker, Northern Illinois University