Tips From PSU on Navigating an Inclusive Educator Prep Program
As the student population has diversified so has our understanding of the general education classroom, specifically who we serve in an inclusive setting. Our students with special education services are learning the majority of their grade level curriculum in general education classrooms. This paradigm shift requires effective collaboration between service providers and teachers as well as a deep understanding and application of differentiation to meet the needs of all students.
For years, the two fields of general education and special education have been siloed. Persistence and partnership is how a faculty member captured navigating the development of a cohesive dual licensure program for teacher candidates in the Portland State University (PSU) program. Candidates believe in the importance to include all students in the classroom and the school community. Being proactive in making modifications and accommodations for students in the general education classroom is crucial for time management and student success. “How am I supporting my students from the get go?” is how one candidate captured his thought process. “You can’t go at it alone,” notes another candidate. Planning and collaborating with colleagues are key skills embedded throughout the coursework and practicum for PSU students.
To learn more, watch the Advice to Others video highlighting PSU’s Models of Inclusive Clinical Teacher Preparation, part of AACTE’s Research-to-Practice Spotlight Series.
Tags: AACTE partner organizations, clinical preparation, early childhood education, research, school-university partnerships, secondary education, shortage, special education, teacher quality, workforce development