Advising Preservice Teachers Through Narratives From Students With Disabilities

Advising Preservice Teachers Through Narratives From Students With Disabilities

Kimberly Dianne Cassidy (Shawnee State University, USA) and Beverly Sande (Prairie View A&M University, USA)
Release Date: October, 2021|Copyright: © 2022 |Pages: 235
DOI: 10.4018/978-1-7998-7359-4
ISBN13: 9781799873594|ISBN10: 1799873595|EISBN13: 9781799873617|ISBN13 Softcover: 9781799873600
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Description & Coverage
Description:

The lives of students with disabilities need to be told in ways that inform preservice teachers about the work involved to legally and morally meet the needs of these students. Hearing the positive and negative experiences of students with disabilities from elementary through college can inform preservice teachers as well as potentially prevent them from repeating some of the same mistakes. The richness of the personal stories of these students and how their experiences can shape the future for students like them offers teachable moments for professors and preservice teachers to use in classrooms.

Advising Preservice Teachers Through Narratives From Students With Disabilities heralds the stories of students with disabilities as they trace their journey from the PK-12 setting into university and adult life and addresses aspects that any new teacher must know in order to meet the needs of today's PK-12 classrooms. Covering topics such as social justice, virtual learning, and faculty convenience, it is ideal for preservice teachers, practicing teachers, administrators, professors, researchers, academicians, and students.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • English Language Learners
  • Evidence-Based Practices
  • Faculty Convenience
  • Hidden Disabilities
  • High Leverage Practices
  • Inclusive Practices
  • Non-Traditional Students
  • Poverty
  • Social Justice
  • Social/Emotional Trauma
  • Transition Planning
  • Virtual Learning
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Editor/Author Biographies

Kimberly Cassidy is an assistant professor at Shawnee State University in Portsmouth, Ohio. She is also the director of graduate studies at the School of Education, director of early childhood programs and early childhood special education programs. Dr. Cassidy earned her PhD in Early Childhood Education from East Tennessee State University in Johnson City, Tennessee. She also earned her Masters in Early Childhood Special Education from East Tennessee State University. Dr. Cassidy has an EdS in Educational Leadership from Lincoln Memorial University in Harrogate, Tennessee and a Bs degree in Business Management with a Concentration in Marketing from Carson-Newman University in Jefferson City, Tennessee. Dr. Cassidy's research interests are Implementing Yoga in the Classroom for Cognitive Stimulation for Self-Regulation and Attributional Retraining, The Risks and Challenges of Grandparents as Primary Caregivers, Co-Teaching in the Classroom for Increased Rigor and Multi-Perspective Learning, and Using Scenario-Based Dialogue in the Classroom for Strategic Thinking and Rigorous Instruction.

Beverly Sande is an Assistant Professor and Director for Panther Teaching Academy at Prairie View A & M University. She has worked as an educator for over 25 years. Dr. Sande has previously engaged in projects that advance knowledge of inclusive practices and research on social justice, equity literacy, collaborative continuous improvement practices, curriculum redesign, and large-scale implementation models. She has also worked across disciplines to develop inclusive teacher education programs and curricula that encourage diverse students, especially students of color, students with disabilities, and gifted students, to acquire professional teaching licenses. Currently, she is working on research that focuses on educational reform policies, large-scale educational implementation, culturally relevant pedagogy, and curriculum redesign and development in higher education.

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