Teacher Educators’ Perspectives: Preparing Preservice Teachers to Provide Access to the General Curriculum

Teacher educators play a critical role in preparing preservice teachers to provide students with significant disabilities access to the general curriculum. This qualitative study investigated 11 teacher educators’ definitions of access and their self-reflections on their practices to prepare preserv...

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Bibliographic Details
Published in:Remedial and special education 2018-12, Vol.39 (6), p.365-376
Main Authors: Olson, Amy J., Roberts, Carly A.
Format: Article
Language:English
Subjects:
Access to Education
Beginning teachers
Curricula
Disabilities
Educational Practices
Equal Education
Inclusion
Knowledge Level
Preservice Teacher Education
Preservice training
Qualitative research
Severe Disabilities
Skill Development
Special Education Teachers
Students with disabilities
Teacher Attitudes
Teacher Characteristics
Teacher Competencies
Teacher Educators
Teacher Role
Teachers
World Views
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Summary:Teacher educators play a critical role in preparing preservice teachers to provide students with significant disabilities access to the general curriculum. This qualitative study investigated 11 teacher educators’ definitions of access and their self-reflections on their practices to prepare preservice teachers to provide students with significant disabilities access to the general curriculum. Teacher educators described their practices, which included shaping preservice teachers’ philosophies and dispositions and preparing them with the knowledge and skills to provide access. Findings from this study could translate into improved outcomes for teacher educators, preservice teachers, and ultimately students with significant disabilities.
ISSN:0741-9325
1538-4756
DOI:10.1177/0741932517738567