Special Education Teachers’ Preservice Experience With Inclusive Postsecondary Education Programs: Impact on Professional Practices and Dispositions for Secondary Transition Professionals

Abstract

Highly qualified and well-prepared transition professionals are arguably the most important piece to improve postsecondary outcomes for youth with diverse needs. A dearth of dynamic field placements for preservice teachers to connect coursework to practice has been identified as a gap in teacher training. This need could be potentially filled by facilitating opportunities for preservice teachers to work in an inclusive postsecondary education program for college students with disabilities as these programs become more prevalent across the country. Researchers used a mixed-methods sequential design to examine the perceptions of graduates from a special education program regarding their experience in working with an inclusive postsecondary education program (IPSE) while completing their coursework. Researchers found that all survey respondents indicated working within an IPSE had an important impact on their current professional lives working with individuals with disabilities. Specifically, four major themes emerged from interviews regarding practices and philosophy shifts. Furthermore, findings showed that building rapport with students, advocating for students and facilitating inclusive outcomes had an impact on them as professionals. Reported changes in overall beliefs before and after working with the IPSE were also found. These findings are discussed and implications are provided.

Keywords

field-experiences/internships teacher preparation practices and outcomes post-secondary education professional development teacher preparation policy/service delivery transition response to intervention

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