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

3 Citations (Scopus)

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
Title of host publicationAdvances in Special Education
Pages189-205
Number of pages17
Volume25
DOIs
StatePublished - Oct 31 2013
Externally publishedYes

Publication series

NameAdvances in Special Education
Volume25
ISSN (Print)02704013

Fingerprint

Special Education
disability
special education
Students
general education
teacher
student
Practice Guidelines
Research
Teaching
school
best practice
deficit
research project
district
educator
monitoring

ASJC Scopus subject areas

  • Education
  • Clinical Psychology

Cite this

Cavendish, W., & Espinosa, A. (2013). Teacher preparation for student diversity and disabilities: Changing roles in response to intervention models. In Advances in Special Education (Vol. 25, pp. 189-205). (Advances in Special Education; Vol. 25). https://doi.org/10.1108/S0270-4013(2013)0000025013

Teacher preparation for student diversity and disabilities : Changing roles in response to intervention models. / Cavendish, Wendy; Espinosa, Anabel.

Advances in Special Education. Vol. 25 2013. p. 189-205 (Advances in Special Education; Vol. 25).

Research output: Chapter in Book/Report/Conference proceedingChapter

Cavendish, W & Espinosa, A 2013, Teacher preparation for student diversity and disabilities: Changing roles in response to intervention models. in Advances in Special Education. vol. 25, Advances in Special Education, vol. 25, pp. 189-205. https://doi.org/10.1108/S0270-4013(2013)0000025013
Cavendish, Wendy ; Espinosa, Anabel. / Teacher preparation for student diversity and disabilities : Changing roles in response to intervention models. Advances in Special Education. Vol. 25 2013. pp. 189-205 (Advances in Special Education).
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