Growing Your Own: Special Education Teacher Agency in a Residency Model

• In Event: Teacher Preparation in Special and Inclusive Education

Abstract

Special education teachers trained in a residency program spend a year in fieldwork under the supervision of a mentor teacher. In this learning year, residents observe and even sometimes engage in the on-the-ground struggles of advocating for inclusion on behalf of students with disabilities. What are the challenges and opportunities when training special educators in this model? This qualitative, phenomological research study examines how special education teacher agency was manifest alumni of a residency program. Findings point to increased opportunities to train prospective special educators in agentive practices—collaboration, partnering, and leadership skills—that support the inclusion of students with disabilities.

Authors

• Ilene Ivins, Alder Graduate School of Education

• Troya L Ellis, Alder Graduate School of Education

• Courteny Gumora, California State University East Bay