Routledge Redesigning Special Education Teacher Preparation: Challenges and Solutions

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. Review The professional community in teacher preparation is papered with reports, manifestos, and standards urging redesign of programs to align with research. Finally, we have a best-practice guide to pilot our work. Goeke and colleagues have gone out of their way to anticipate obstacles and highlight sustainability as we move toward implementing innovation. ―Leah Wasburn-Moses, Professor of Educational Psychology, Miami University, and Director, Campus Mentors, USA About the Author Jennifer L. Goeke is Associate Professor of Special Education at Montclair State University, USA. Katherine J. Mitchem is Professor of Special Education and Edith L. Trees Endowed Chair, California University of Pennsylvania, USA. Kalie R. Kossar is Associate Professor at California University of Pennsylvania, USA.