Creating a Dual Licensure Program in Elementary and Special Education That Prepares Culturally Responsive TeachersReport as inadecuate




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Interdisciplinary Journal of Teaching and Learning, v2 n3 p158-168 Fall 2012

In light of shifting demographics in today's classrooms, the faculty at Springfield College recognized a need to revamp their teacher licensure program to incorporate a leadership component. The journey began with a self-evaluation process and culminated with creation of a dual licensure program in elementary and special education to encourage more effective instruction and culturally responsive teaching. The authors present a roadmap for the launch of the dual licensure program, designed to prepare teachers in collaborative inclusion classrooms to take leadership roles as change agents in today's increasingly diverse schools.

Descriptors: Teacher Certification, General Education, Special Education, Special Education Teachers, Elementary School Teachers, Teacher Collaboration, Inclusion, Instructional Effectiveness, Culturally Relevant Education, Leadership Role, Change Agents, Educational Change, Diversity (Institutional), Regular and Special Education Relationship, Program Design, Curriculum Design, English Language Learners, Individualized Instruction, College Faculty

Southern University and A & M College. College of Education, Arts and Humanities, PO Box 9983, Baton Rouge, LA 70813. Tel: 225-771-2291; Fax: 225-771-2292; e-mail: coeijtl[at]subr.edu; Web site: http://www.subr.edu/index.cfm/subhome/36





Author: Cyr, Eileen; McDiarmid, Patricia; Halpin, Bridget; Stratton, Jennifer; Davis-Delano, Linda C.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=235&id=EJ1056440







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