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

Table of Contents

Search this Book:

Reset

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.

Dr. Beverly Sande PhD, has spent 28 years advancing teacher preparation and inclusive education. She is Associate Professor and Director of the Panther Teaching Academy and Panther Educator Residency Consortium at Prairie View A&M University, where she designs programs to prepare teachers to serve diverse learners, including students of color, students with disabilities, and gifted students. Her work centers on equity-driven teacher education, collaborative improvement, and scaling educational initiatives. She has led interdisciplinary teams supporting teacher candidates in certification readiness and classroom effectiveness. Dr. Sande has also partnered across institutions to develop innovative preparation models, including Dual License Programs, Co-teaching Models, Yearlong Residencies, and University-School Partnerships. Her leadership and scholarship reflect a sustained commitment to large-scale reforms strengthening educator preparation and improving outcomes for all students.

Archiving

All IGI Global Scientific Publishing content is archived via the CLOCKSS and LOCKSS initiative. Additionally, all IGI Global Scientific Publishing published content is available in the IGI Global Scientific Publishing InfoSci^® platform.