"This book discusses the latest approaches, skills, and methodologies on how to support special needs students, highlighting relevant perspectives on technology implementation, curriculum development, and instructional design"--

This study was designed to assess the extent to which teacher education faculty teaching across the range of disciplines and populations in approved Education Preparation Providers (EPPs) in Tennessee prepare their teacher education candidates to meet the needs of all students, including those with disabilities. A survey was administered state-wide to faculty (N = 154) in teacher education programs to assess the extent to which they report their practice of, teaching about, and confidence in co-teaching, collaboration and implementation of universal design for learning (UDL). In general, faculty strongly endorsed items indicating they practice, teach, and are confident about the practice of collaboration and the principles of UDL. In contrast, faculty less strongly endorsed items on their practice of, and teaching and confidence about co-teaching. Similarly, faculty reported high levels of agreement that departmental support is provided for collaboration and UDL but lower level of support is provided for co-teaching. When comparing general and special education faculty responses, teaching the practice of co-teaching (p

Teachers must be prepared to create an effective learning environment for both general education students and students with special needs. This can be accomplished by equipping teachers with the proper knowledge and strategies. Preparing Pre-Service Teachers for the Inclusive Classroom discusses the latest approaches, skills, and methodologies on how to support special needs students. Highlighting relevant perspectives on technology implementation, curriculum development, and instructional design, this book is an ideal reference source for pre-service teachers, teacher educators, researchers, professionals, and academics in the education field.

Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.

Accompanies INCLUSIVE EDUCATION: A CASEBOOK & READINGS FOR PROSPECTIVE & PRACTICING TEACHERS. Part I of this bk provides an intro to case pedagogies & describes inclusive educ; Part II provides teaching notes corresponding to cases in INCLUSIVE EDUCATION

Due to the increasingly diverse populations found in Pre-K-12 education, it is imperative that teacher educators prepare preservice teachers to meet the shifting needs of changing student populations. Through the integration of social justice education, teacher educators can challenge the mainstream curriculum with a lens of equity and collaborative equality. Handbook of Research on Integrating Social Justice Education in Teacher Preparation Programs is a critical research book that explores the preparation and teaching methods of educators for including social justice curriculum. Highlighting a wide range of topics such as ethics, language-based learning, and feminism, this book is ideal for academicians, curriculum designers, social scientists, teacher educators, researchers, and students.