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The widespread practice of including students with exceptionalities in general education classrooms, often called inclusive education, has increased expectations for both special and general educators and has sparked discussion, debate, and structural changes in teacher preparation programs (e.g., Blanton, Griffin, Winn, & Pugach, 1997; Fisher, Frey, & Thousand, 2003; Kilgore & Griffin, 1998; Stayton & McCollum, 2002; Strawderman & Lindsey, 1995). Along with the expanded responsibilities of educators in inclusive environments have come cautionary reports suggesting that special (Fisher et al., 2003; Kilgore & Griffin, 1998) and general (Davern, 1999; Lesar, Penner, Habel, & Coleman, 1997; Schumm & Vaughn, 1991) educators may not have the necessary attitudes or dispositions, or perhaps more important, the professional skills to successfully instruct students in diverse, inclusive classrooms. Although professional development for in-service teachers remains a prominent approach to preparing for inclusive education, increased emphasis has been placed on the roles and responsibilities of teacher preparation programs to prepare new educators for teaching in inclusive classrooms.
Restructuring of teacher preparation programs has been widely recommended as a means to better prepare preservice special and general educators for inclusive settings. Literature describing programmatic changes suggests that restructuring may include a range, or continuum, of initiatives designed to improve readiness of graduates for inclusive education. At one end of the continuum are initiatives in which distinct programs for special and general educators have been melded into a "unified" teacher preparation program in which all teacher candidates undertake an expanded program designed to meet the guidelines and standards for both special and general education certifications (e.g., Jenkins, Pateman, & Black, 2002; Sindelar, Pugach, Griffin, & Seidl, 1995). Although they are viewed as an ideal model for teacher preparation (Blanton et al., 1997; Hinders 1995; Lesar et al., 1997), unified programs may never achieve large-scale adoption because of potential barriers such as cost, disincentives to extend the length and requirements of undergraduate programs, and both human and institutional resistance to dramatic changes in the structure of colleges of education and individual teacher preparation programs (Lesar et al., 1997).
A more prevalent initiative to improve teacher preparation involves what may be called "enhancement" of existing programs by adding new courses or field experiences, or by revising the content and requirements for existing courses or experiences for special and/or general education programs (Strawderman & Lindsey, 1995). Program enhancements may also involve the creation of shared, even collaborative, experiences for special and general education preservice teachers (e.g., Nowacek & Blanton, 1996; Peterson & Beloin, 1998). Infusion of content into existing classes has also been used to enhance the preparation of general education teacher candidates (Cook, 2002; Lombardi & Hunka, 2001). Generally speaking, initiatives within teacher preparation programs to improve readiness of special and general educators for service in inclusive classrooms have varied significantly in scope and content.
A positive attitude or disposition toward students with exceptionalities is a prerequisite for development of effective strategies in inclusive classrooms (Blanton, 1992; Brantlinger, 1996). Examples of curricula designed to facilitate positive attitude and disposition include use of simulation activities and personal interactions with students with disabilities (Peterson & Beloin, 1998). Although attitudes provide the basis for being willing to support inclusive practices, it may be more meaningful to focus on the development of skills and/or competencies necessary for supporting students in inclusive classrooms.
Researchers who have made recommendations regarding the competencies required for special and general educators in inclusive settings have suggested that collaborative teaming and teaching skills are of paramount importance (Jenkins et al., 2002; Pugach, 1996). However, these skills are not often adequately addressed in preparatory programs (Voltz & Elliott, 1997). Preservice educators, also referred to as teacher candidates, benefit from instruction on specific collaborative behaviors and, perhaps more important, opportunities to collaborate with their special or general education counterparts during their education. Thus, program enhancements that create shared courses and field experiences may be more effective than those that provide content on collaborative skills without opportunities to practice collaboration.
Field experiences in diverse, inclusive classrooms have been strongly recommended for preparing teachers for inclusive education (Lesar et al., 1997; Nowacek & Blanton, 1996). Indeed, experiential learning has been touted as having more impact on the development of teacher candidates than other aspects of their programs (Sileo, Prater, Luckner, Rhine, & Rude, 1998; Stowitschek, Cheney, & Schwartz, 2000). The impact of field experiences is further enhanced when undertaken early in the program and as part of a team that includes counterparts from special or general education programs. In sum, field experiences in inclusive classrooms and preparation for collaborative teaming and teaching have garnered significant support as integral components of teacher preparation programs.
Several additional competencies have been described in the professional literature. Skill in making curricular and instructional accommodations and modifications has been identified as critical for both special and general educators (Fisher et al., 2003) and may be more useful to teachers than knowledge of diagnostic criteria and characteristics of specific disabilities (Peterson & Beloin, 1998). In addition to the aforementioned competencies, Fisher et al. (2003) suggested that preparation programs focus on fostering knowledge and skill in the areas of assistive technologies, supervision of paraeducators, and positive behavioral support.
In essence, the need for restructuring of teacher preparation programs in response to increasing diversity and inclusiveness of public school classrooms has evolved from discussion and debate more than a decade ago to a continuum of initiatives in programs across the country. These initiatives have several influences that might include changes in certification laws, standards-based reform, feedback from graduates, or interests of particular faculty. Such was the case in the Department of Teaching and Learning at Northern Illinois University, when Project ACCEPT (Achieving Creative & Collaborative Educational Preservice Teams) was initiated. The remainder of this article will describe the components, outcome measures, and results to date for the project.
PROJECT ACCEPT: BACKGROUND AND FOUNDATIONS
Project ACCEPT represents an initiative in the Department of Teaching and Learning at Northern Illinois University to enhance the preparatory programs for special and general teacher candidates. As was the case for many of the aforementioned initiatives, Project ACCEPT was a response to implementation of standards-based certification requirements for special and general education teachers in Illinois and recognition within the college and department that graduating teachers would benefit from program enhancements focusing on inclusive education. Unique features of Project ACCEPT include a partnership with an outside agency to inform content of the project and support provided by a grant from a state agency.
The State Board of Education initiated the development of learning standards for K-12 students that resulted in an increased emphasis on inclusive methodologies, instructional and curricular accommodations, functional behavioral assessment, collaborative skills, and knowledge of assistive technologies for both special and general education preservice teachers. The learning standards provided additional direction for the need to provide more interaction among the teacher candidates and faculty in the Department of Teaching and Learning. Prior to initiating the project, the distinct programs in special education, elementary education, and secondary education did not provide for interaction between preservice educators or the faculty teaching in those programs. Teacher candidates in the elementary and secondary education programs were required to take a traditional mainstreaming course, whereas the special education majors were not required to take that or any other course focusing on inclusive education. In an effort to enhance the programs for all three groups of teacher candidates, the traditional class was revised and was added as a required course for special education majors as well, thus creating a shared experience.
As a means to inform the content and to provide ample resources for the new class, the Department of Teaching and Learning collaborated with the Regional Access and Mobilization Project, which is a center for independent living agency that supports individuals with disabilities, to pursue and receive a 4-year grant from the Illinois Council on Developmental Disabilities. The purpose of the grant was to develop and evaluate an innovative model for preparing teachers for service and leadership in inclusive schools. As an advocacy organization for individuals with disabilities and their families, the Regional Access and Mobilization Project contributed expertise in shaping positive attitudes and dispositions toward individuals with disabilities as well as access to families of students with disabilities. The faculty in the university focused on the logistics of restructuring, development of field-based experiences, and meeting state standards through enhancement of critical competencies for all preservice teachers.
In general, the context for Project ACCEPT involved the convergence of state and institutional initiatives to restructure teacher preparation, partnership with an outside agency, and a successful grant proposal that funded a project coordinator's position as well as technology and materials for project activities.
STRUCTURE OF PROJECT ACCEPT
During the pilot year, participation in Project ACCEPT was voluntary for special, elementary, and secondary education majors. The project consisted of attendance in a 10-hour institute prior to the beginning of a semester, enrollment in a designated section of the course Collaborative Teaching in Inclusive Settings (TLSE 456), completion of a field experience in an inclusive classroom, and enhanced instruction in the areas of functional behavioral assessment, instructional accommodations, and assistive technology (for which hands-on experiences were required). Participation in...
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