School—University Partnerships in Special Education Field Experiences

Abstract

A national survey was conducted in which universities and colleges that provided special education teacher preparation programs described and evaluated their relationships with schools in terms of field experiences for preservice teachers. Surveys were mailed to randomly selected institutions of higher education (IHEs) that provided special education teacher preparation programs. Nearly three fourths (72.2%) of the IHEs reported having formal written partnerships with districts, schools, or teachers; however, such formal partnerships only partially influenced the identification and placement of preservice teachers in special education field experiences. Some IHEs used either university supervisors or cooperating/mentor teachers only, but not both, when evaluating the students' performance in field experiences. This phenomenon occurred, however, only in pre—student teaching field experiences. Less than half (41.4%) of the IHEs allowed teacher candidates to complete the student teaching requirement while employed as teachers. We summarize the reported elements of the formal and informal partnerships as well as the conditions under which on-the-job fieldwork was permitted.

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