RETHINKING THE ROLE OF SPECIAL EDUCATION WITHIN TEACHER EDUCATION PROGRAMS

There is a problem within many teacher preparation programs. The special education component, which could serve a powerful teaching and learning purpose, instead seems to be overlooked and certainly underimagined. In teacher education programs, special education often takes two forms, either as required courses for certification in special education or, in most cases, as electives or a one course requirement for non special education teacher certification. In either of these cases, special education seems to occupy a relatively small space within teacher certification programs (Allday, Neilsen Gatti, & Hudson, 2013). Yet, as we will argue, special education holds rich potential for serving a meaningful purpose to students enrolled in teacher education programs, and it should not be overlooked, given the big role that special education, individualized education plans, accommodations, and modification play in the general education classroom.

Our purpose in this paper is to seek and discuss changes to the structure and the spirit of special education within teacher education programs. Both structure and spirit must be addressed—together and separately. Although they are not the same, they are closely related. In terms of structure, we seek to carve out new spaces for special education, so that it is not buried beneath other courses and degree requirements. In terms of spirit, we will discuss ways of approaching disability and the education of the disabled that might help the student expand and grow how he or she might think about experience and learning. In discussing spirit, we explore ways that can help the student and faculty imagine new possibilities in the education of the disabled. The distinction between structure and spirit does not imply a clear dichotomy between them. It is an artificial distinction that we make in order to articulate an analysis of the multiple aspects of special education within the context of teacher education. Finally, we conclude this essay by offering implications of this proposed rethinking and how it might help to change both the student and the institution.