ABSTRACT
Redesigning Special Education Teacher Preparation describes both challenges and possible solutions to redesigning and restructuring high-incidence teacher preparation programs so graduates will meet the Highly Qualified Teacher requirements and be prepared to teach students with high-incidence disabilities. This powerful new text discusses many possible reforms, including field-based teacher preparation, a focus on evidence-based core practices and teacher moves, collaboration with K–12 school-based partners as teacher educators, interdisciplinary collaboration across university faculty, and a grounding in current expectations for high-stakes accountability and program evaluation.
TABLE OF CONTENTS
chapter
Introduction
part I|40 pages
High-Incidence Teacher Education Program Redesign and Restructuring
part II|38 pages
Building the Capacity of School Partners
chapter 4|18 pages
Finding common goals within national and state policies impacting collaborative teacher education
part III|17 pages
Collaborating with General Education Colleagues
part IV|37 pages
Creating a Culture of Continuous Improvement
chapter 7|16 pages
Merging disparate paradigms
part V|35 pages
Program Evaluation in an Era of High-Stakes Accountability
chapter 8|17 pages
Beyond knowing
chapter 9|16 pages
Special education teacher candidate evaluation
part VI|42 pages
Creating Sustainable Innovation