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

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...

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Bibliographic Details
Published in:Teacher education and special education 2016-05, Vol.39 (2), p.83-97
Main Authors: Shepherd, Katharine G., Fowler, Susan, McCormick, Jazarae, Wilson, Cynthia L., Morgan, Daniel
Format: Article
Language:English
Subjects:
Accessibility (for Disabled)
Change Strategies
Delivery Systems
Disabilities
Educational Change
Educational History
Educational Legislation
Educational Policy
Equal Education
Evidence Based Practice
Federal Legislation
Inclusion
Individualized Instruction
Individuals with Disabilities Education Act
Individuals with Disabilities Education Improvement Act 2004
No Child Left Behind Act 2001
Performance Factors
Politics of Education
Social Influences
Special Education Teachers
Teacher Education Programs
Teacher Educators
Teacher Role
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Summary: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.
ISSN:0888-4064
1944-4931
DOI:10.1177/0888406416637904