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eBook details

• Title: Evaluation of a Merged Secondary and Special Education Program.
• Author : Teacher Education Quarterly
• Release Date : January 22, 2011
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 206 KB

Description

Many have expressed concerns that both content area and secondary special education secondary teachers are not adequately prepared to help all adolescents learn academic content (Blanton&Pugagh, 2007). Some argue that secondary special educators often lack sufficient content area preparation to teach the subjects they are assigned (Brouk, 2005; Washburn-Moses, 2005) or that middle and high school teachers often lack strategies to differentiate content area instruction for students' various reading levels and learning needs (McClanahan, 2008; Ness, 2008). The passage of NCLB in 2001 and IDEIA in 2004 have brought such concerns to the forefront of educational reform, by requiring that teachers be highly qualified in the subjects they teach and that schools "make good on the expectation that all students across diversities of race, class, language, or culture, as well as disability, can succeed in school" (Blanton&Pugach, 2007). If classroom teachers are among the greatest determinant of student learning (Darling-Hammond, 2000), then teacher preparation programs have a role to play improving educational outcomes for struggling learners. Since the initial passage of PL 94-142 in 1975 and the growth of the field of special education, the status quo in k-12 teacher education has been separate programs for general educators and special educators. But at the same time, the number of students with disabilities in general education classrooms has steadily increased (Blanton&Pugach, 2007), along with a rise in students from diverse linguistic and cultural backgrounds (U.S. Census Bureau, 2000). Thus, it is argued that today's teachers need a wider range of skills in order to teach effectively (Darling-Hammond&Bransford, 2005).

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