Innovative Approaches to Special Education Teacher Preparation

Session Type: Paper Session

Abstract

Special Education Teacher preparation programs must adapt to equip educators with the skills and knowledge needed for inclusive, equitable, and effective teaching. This session brings together research that explores how educators' beliefs, knowledge, and pedagogical approaches impact their preparedness to teach students with disabilities. The papers featured in this session investigate critical topics such as educators' knowledge of inclusive education, support intensity for students with disabilities, the influence of ableism on instructional practices, and the role of culturally relevant pedagogy in supporting emergent bilingual students with disabilities. These studies highlight the ongoing need for teacher preparation programs to integrate critical thinking, culturally responsive instruction, and curriculum revision to foster inclusive practices and ensure equitable experiences for K-12 students with disabilities.

Sub Unit

• SIG-Special and Inclusive Education Research

Chair

• Jean Ann Gonsier-Gerdin, California State University - Sacramento

Papers

• What Is Teacher Knowledge of Inclusion and How Does It Inform Teacher Education? - Tania Dumicic Pinto, Montclair State University; Helenrose Fives, Montclair State University

• Developing Special Education Teacher Candidates’ Critical Thinking: A Review of Literature of Teacher Preparation Programs - Shweta Chandrashekhar, University of Wisconsin - Madison; Deonte E. Iverson, University of Wisconsin - Madison

• Unraveling Ableism in a Preservice Teacher Literacy Course: A Mixed Method Analysis - Jessica Ann McQueston, Sam Houston State University

• Teacher Preparedness and Experiences Teaching Math to Emergent Bilingual Students with Specific Learning Disabilities - Juana M. Abarca, University of Illinois at Chicago; Marie Tejero Hughes, University of Illinois at Chicago