The Search for Role Clarity: Challenges and Implications for Special Education Teacher Preparation

Autor/inn/en	Shepherd, Katharine G.; Fowler, Susan; McCormick, Jazarae; Wilson, Cynthia L.; Morgan, Daniel
Titel	The Search for Role Clarity: Challenges and Implications for Special Education Teacher Preparation
Quelle	In: Teacher Education and Special Education, 39 (2016) 2, S.83-97 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406416637904
Schlagwörter	Special Education Teachers; Teacher Educators; Teacher Role; Educational Policy; Delivery Systems; Social Influences; Politics of Education; Educational History; Individualized Instruction; Inclusion; Accessibility (for Disabled); Change Strategies; Educational Change; Teacher Education Programs; Performance Factors; Federal Legislation; Educational Legislation; Disabilities; Equal Education; Evidence Based Practice + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Politics of education; Bildungspolitik; Auslieferung; Sozialer Einfluss; Educational policy; History of education; Bildungsgeschichte; Individualisierender Unterricht; Inklusion; Accessibility; Zugänglichkeit; Lösungsstrategie; Bildungsreform; Leistungsindikator; Bundesrecht; Bildungsrecht; Schulgesetz; Handicap; Behinderung
Abstract	Over the years, a variety of political, social, and other contextual factors have contributed to the expansion of roles for PK-12 special educators, leading to a complex set of challenges and opportunities that must be addressed as the field of special education looks to the future. Today's special educators need to collaborate with general educators in tiered systems of support while providing specialized instruction for students with the most intensive needs, yet teacher education and professional development opportunities may not always adequately prepare them for these changing roles. The recent re-authorization of the Elementary and Secondary Education Act (ESEA) creates a new policy context with the potential to bring about additional changes in PK-12 settings and teacher preparation. In recognition of the need to more clearly articulate and align the demands of PK-12 schooling with the teacher education enterprise, the article concludes with a set of policy recommendations intended to promote clarification of special educators' roles and inform the future of university-based teacher preparation programs (TPPs) engaged in fostering their development at the preservice and in-service levels. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01