The role of any teacher education program in the field of special education has been to prepare its graduates to become successful classroom teachers. Teacher education programs have constantly searched for the best available practices to educate future teachers. Historically, textbooks have been the predominant form of information dissemination within the university culture. The use of textbooks, bound by structure and limited by content, has narrowed the knowledge base that teacher education graduates bring to their role as practitioners. The purpose of this paper is to promote the increased use of literature in preservice special education teacher preparation programs to better prepare educators to serve individual learners with special education needs.
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