Chapter 15: Moving Forward: Coalescence of General Education, Special Education, and Teacher Education Programs Into Collaborative Partnerships in Education

Federal regulations, such as the Individuals with Disabilities Education Improvement Act (2004) and No Child Left Behind (2001) highlight the importance of teacher preparation programs. These programs are challenged to produce general and special education teachers who (a) know strategies for working collaboratively with their peers and families of students in designing and implementing strategies for student success; (b) reflect on their own feelings and biases concerning students with special and diverse learning needs and their families; (c) know how to treat each child with fairness and equality while striving to meet his/her needs; and (d) appreciate the cultural norms of the school and community and demonstrate respect for students with special and diverse learning needs and their families in the manner in which they communicate and behave (Harvey, Yssel, Bauserman, & Merbler, 2010; McLeskey & Billinsley, 2008). One of the issues teacher education programs currently face pertains to preparing and graduating enough general and special education teachers who have the necessary skills and knowledge needed in working with students with disabilities. This is especially critical in an environment where school districts, state and local educational agencies are held accountable for improving students’ learning and developmental outcomes and their successful transition to postsecondary educational and workforce settings (Murnane & Steele, 2007; Spooner, Algozzine, Wood, & Hicks, 2010).