The search for role clarity: Challenges and implications for special education teacher preparation

Katharine G. Shepherd, Susan A Fowler, Jazarae McCormick, Cynthia L. Wilson, Daniel Morgan

Research output: Contribution to journalArticle

Abstract

Over the years, a variety of political, social, and other contextual factors have contributed to the expansion of roles for PK-12 special educators, leading to a complex set of challenges and opportunities that must be addressed as the field of special education looks to the future. Today’s special educators need to collaborate with general educators in tiered systems of support while providing specialized instruction for students with the most intensive needs, yet teacher education and professional development opportunities may not always adequately prepare them for these changing roles. The recent re-authorization of the Elementary and Secondary Education Act (ESEA) creates a new policy context with the potential to bring about additional changes in PK-12 settings and teacher preparation. In recognition of the need to more clearly articulate and align the demands of PK-12 schooling with the teacher education enterprise, the article concludes with a set of policy recommendations intended to promote clarification of special educators’ roles and inform the future of university-based teacher preparation programs (TPPs) engaged in fostering their development at the preservice and in-service levels.

Original languageEnglish (US)
Pages (from-to)83-97
Number of pages15
JournalTeacher Education and Special Education
Volume39
Issue number2
DOIs
StatePublished - Jan 1 2016

Fingerprint

special education
educator
teacher
elementary education
authorization
secondary education
education
act
instruction
university
student

Keywords

  • Education policy
  • Role clarity
  • Roles of special educators
  • Teacher preparation policy/service delivery

ASJC Scopus subject areas

  • Education

Cite this

The search for role clarity : Challenges and implications for special education teacher preparation. / Shepherd, Katharine G.; Fowler, Susan A; McCormick, Jazarae; Wilson, Cynthia L.; Morgan, Daniel.

In: Teacher Education and Special Education, Vol. 39, No. 2, 01.01.2016, p. 83-97.

Research output: Contribution to journalArticle

Shepherd, Katharine G. ; Fowler, Susan A ; McCormick, Jazarae ; Wilson, Cynthia L. ; Morgan, Daniel. / The search for role clarity : Challenges and implications for special education teacher preparation. In: Teacher Education and Special Education. 2016 ; Vol. 39, No. 2. pp. 83-97.
@article{222aade3076749fe84dcaf8d46ed5bd2,
title = "The search for role clarity: Challenges and implications for special education teacher preparation",
abstract = "Over the years, a variety of political, social, and other contextual factors have contributed to the expansion of roles for PK-12 special educators, leading to a complex set of challenges and opportunities that must be addressed as the field of special education looks to the future. Today’s special educators need to collaborate with general educators in tiered systems of support while providing specialized instruction for students with the most intensive needs, yet teacher education and professional development opportunities may not always adequately prepare them for these changing roles. The recent re-authorization of the Elementary and Secondary Education Act (ESEA) creates a new policy context with the potential to bring about additional changes in PK-12 settings and teacher preparation. In recognition of the need to more clearly articulate and align the demands of PK-12 schooling with the teacher education enterprise, the article concludes with a set of policy recommendations intended to promote clarification of special educators’ roles and inform the future of university-based teacher preparation programs (TPPs) engaged in fostering their development at the preservice and in-service levels.",
keywords = "Education policy, Role clarity, Roles of special educators, Teacher preparation policy/service delivery",
author = "Shepherd, {Katharine G.} and Fowler, {Susan A} and Jazarae McCormick and Wilson, {Cynthia L.} and Daniel Morgan",
year = "2016",
month = "1",
day = "1",
doi = "10.1177/0888406416637904",
language = "English (US)",
volume = "39",
pages = "83--97",
journal = "Teacher Education and Special Education",
issn = "0888-4064",
publisher = "SAGE Publications Inc.",
number = "2",

}

TY - JOUR

T1 - The search for role clarity

T2 - Challenges and implications for special education teacher preparation

AU - Shepherd, Katharine G.

AU - Fowler, Susan A

AU - McCormick, Jazarae

AU - Wilson, Cynthia L.

AU - Morgan, Daniel

PY - 2016/1/1

Y1 - 2016/1/1

N2 - Over the years, a variety of political, social, and other contextual factors have contributed to the expansion of roles for PK-12 special educators, leading to a complex set of challenges and opportunities that must be addressed as the field of special education looks to the future. Today’s special educators need to collaborate with general educators in tiered systems of support while providing specialized instruction for students with the most intensive needs, yet teacher education and professional development opportunities may not always adequately prepare them for these changing roles. The recent re-authorization of the Elementary and Secondary Education Act (ESEA) creates a new policy context with the potential to bring about additional changes in PK-12 settings and teacher preparation. In recognition of the need to more clearly articulate and align the demands of PK-12 schooling with the teacher education enterprise, the article concludes with a set of policy recommendations intended to promote clarification of special educators’ roles and inform the future of university-based teacher preparation programs (TPPs) engaged in fostering their development at the preservice and in-service levels.

AB - Over the years, a variety of political, social, and other contextual factors have contributed to the expansion of roles for PK-12 special educators, leading to a complex set of challenges and opportunities that must be addressed as the field of special education looks to the future. Today’s special educators need to collaborate with general educators in tiered systems of support while providing specialized instruction for students with the most intensive needs, yet teacher education and professional development opportunities may not always adequately prepare them for these changing roles. The recent re-authorization of the Elementary and Secondary Education Act (ESEA) creates a new policy context with the potential to bring about additional changes in PK-12 settings and teacher preparation. In recognition of the need to more clearly articulate and align the demands of PK-12 schooling with the teacher education enterprise, the article concludes with a set of policy recommendations intended to promote clarification of special educators’ roles and inform the future of university-based teacher preparation programs (TPPs) engaged in fostering their development at the preservice and in-service levels.

KW - Education policy

KW - Role clarity

KW - Roles of special educators

KW - Teacher preparation policy/service delivery

UR - http://www.scopus.com/inward/record.url?scp=85018193420&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85018193420&partnerID=8YFLogxK

U2 - 10.1177/0888406416637904

DO - 10.1177/0888406416637904

M3 - Article

AN - SCOPUS:85018193420

VL - 39

SP - 83

EP - 97

JO - Teacher Education and Special Education

JF - Teacher Education and Special Education

SN - 0888-4064

IS - 2

ER -