Teacher preparation for student diversity and disabilities: Changing roles in response to intervention models

Wendy Cavendish, Anabel Espinosa

Research output: Chapter in Book/Report/Conference proceedingChapter

4 Scopus citations

Abstract

This chapter examines best practice and burgeoning needs within general and special education teacher preparation programs as identified within the literature and as evidenced in recent research (Cavendish, Harry, Menda, Espinosa, & Mahotiere, 2012) that examined the beliefs and practices of current educators teaching within schools utilizing a response to intervention (RtI) model. Specifically, our discussion of the emerging needs in teacher preparation programs that prepare both general and special education teachers for assessment, instructional delivery, and progress monitoring within an RtI framework is informed by a 3-year research project of the initial implementation of an RtI model in a diverse, urban school district. Implications for practice include the need to: (a) address deficit perspectives of culturally and linguistically diverse (CLD) students and youth with disabilities, (b) address changing perceptions of the function of special education, and (c) communicate the need for greater collaboration across silos within teacher preparation programs.

Original languageEnglish (US)
Title of host publicationLearning Disabilities
Subtitle of host publicationPractice Concerns and Students with LD
EditorsJeffrey Bakken, Festus Obiakor, Anthony Rotatori
Pages189-205
Number of pages17
DOIs
StatePublished - Oct 31 2013
Externally publishedYes

Publication series

NameAdvances in Special Education
Volume25
ISSN (Print)0270-4013

ASJC Scopus subject areas

  • Education
  • Clinical Psychology

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  • Cite this

    Cavendish, W., & Espinosa, A. (2013). Teacher preparation for student diversity and disabilities: Changing roles in response to intervention models. In J. Bakken, F. Obiakor, & A. Rotatori (Eds.), Learning Disabilities: Practice Concerns and Students with LD (pp. 189-205). (Advances in Special Education; Vol. 25). https://doi.org/10.1108/S0270-4013(2013)0000025013