The Nature and Extent of Special Education Law in Teacher Preparation

Autor/inn/en	Markelz, Andrew M.; Nagro, Sarah A.; Szocik, Katherine; Monnin, Kevin; Gerry, Margot; Macedonia, Anna; Mason, Allison
Titel	The Nature and Extent of Special Education Law in Teacher Preparation
Quelle	In: Teacher Education and Special Education, 45 (2022) 3, S.185-203 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Markelz, Andrew M.) ORCID (Nagro, Sarah A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/08884064211046248
Schlagwörter	Teacher Education; Special Education; Laws; Undergraduate Study; State Departments of Education; Universities; College Faculty; Teacher Attitudes; Knowledge Level; Special Education Teachers; Teacher Certification; Teacher Educators; State Policy + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Law; Recht; Grundstudium; Kultusministerium; University; Universität; Fakultät; Lehrerverhalten; Wissensbasis; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Teacher education; Education
Abstract	The purpose of this study was to examine the nature and extent that undergraduate special education programs teach special education law. Extant data from the state department of education websites and a sample of university department webpages (n = 67) were analyzed to identify educational requirements. In addition, a sample of faculty representatives (n = 26) were surveyed to triangulate extant data and provide their perceptions on special education law topics in their undergraduate programs. Results suggest universities are superseding legislative requirements, yet there is substantial variability in the decision-making that universities take to teach special education law. Faculty reported high priority for special education law topics but noted a moderate ability for preservice teachers to connect the importance of special education law to their success as educators. The authors discuss their findings and present implications for the field regarding special education law and the preparation of teachers. (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	2024/1/01