Re-Envisioning Teacher Preparation in an Era of "Endrew F.": Instruction over Access

Autor/inn/en	Sayeski, Kristin L.; Bateman, David F.; Yell, Mitchell L.
Titel	Re-Envisioning Teacher Preparation in an Era of "Endrew F.": Instruction over Access
Quelle	In: Intervention in School and Clinic, 54 (2019) 5, S.264-271 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sayeski, Kristin L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451218819157
Schlagwörter	Preservice Teacher Education; Court Litigation; Special Education Teachers; Teaching Skills; Individualized Education Programs; Individualized Instruction; Access to Education + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Rechtsstreit; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Individualized education program; Individualisierendes Lernen; Individualisierender Unterricht; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	The Supreme Court decision in "Endrew F. v. Douglas County School District" (2017) established a higher standard of what constitutes an appropriate education for students receiving special education. In contrast to the previous standard provided in the "Board of Education v. Rowley" (1982) decision, which established that "some benefit" (even minimal or trivial benefit) was acceptable, the "Endrew F." decision reflected a higher standard for the delivery of special education. Specifically, special education should result in measurable progress toward individualized education program goals. This article explores what it means for special education teacher educators to prepare teacher candidates to meet this higher standard. In particular, how a focus on instruction (i.e., the delivery of specially designed instruction) rather than a focus on access to the general curriculum is necessary in order for meaningful, measurable change to occur in the outcomes of students with high-incidence disabilities will be explored. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01