A Restructured Collaborative Student Teaching Experience to Prepare Teachers for Inclusion

Abstract

This project was designed to provide training and experience in the processes of professional collaboration and the use of instructional support strategies for educators who serve exceptional or at-risk students in inclusive classrooms. Crossing the disciplines of special education and general education, the project training and experiences addressed the professional development of student teachers, practicing teachers, and university faculty with relation to inclusive practices for students. The project consisted of several components: cross visitations between special education and general education classrooms, written reflective journals, and a course on strategies for instructional support. One option for implementing instructional support strategies was a co-teaching experience. Another option was developing and providing instructional support for individual students in inclusive general education classrooms. All constituents reported that they benefitted from the collaboration and experiences. The partnerships among the school district, university, and intermediate unit were strengthened.