Connecting the dots: An exploration of how pre-service special education teachers make sense of disability and diversity

• Published in: Teaching and teacher education 2017-07, Vol.65, p.34-47
• Main Authors: Robertson, Phyllis M., McFarland, Laura A., Sciuchetti, Maria B., García, Shernaz B.
• Format: Article
• Language: English
• Subjects: Diversity; Early field experiences; Reflection; Special education
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2017.02.020

Although teacher education standards address preparing candidates to serve diverse learners, minimal guidance is available concerning specific program components and their influence on candidates' growth and development. Through constant comparative analysis of end-of-semester reflections, this exploratory, qualitative study investigated preservice special educators’ developing perceptions about disability and cultural and linguistic diversity following field experiences aligned with courses. Participants reported a growing awareness of themselves, students they encountered, and the intersectionality between diversity and disability. Further, their insights reflected recognition of the combined influence of coursework, fieldwork, and opportunities for supported reflection. Implications for research and program development are offered. •Aligning coursework and fieldwork deepens understanding of course concepts.•Combined experiences influence strengths-based view of disability and diversity.•Experience provides foundation for culturally/linguistically responsive practice.•Opportunities for reflection promote self-awareness and introspection.