Preparing Pre-Service Teachers for the Inclusive Classroom

Preparing Pre-Service Teachers for the Inclusive Classroom

Patricia Dickenson (National University, USA), Penelope Keough (National University, USA) and Jennifer Courduff (Azusa Pacific University, USA)
Indexed In: SCOPUS
Release Date: October, 2016|Copyright: © 2017 |Pages: 323|DOI: 10.4018/978-1-5225-1753-5
ISBN13: 9781522517535|ISBN10: 1522517537|EISBN13: 9781522517542
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Teachers must be prepared to create an effective learning environment for both general education students and students with special needs. This can be accomplished by equipping teachers with the proper knowledge and strategies.

Preparing Pre-Service Teachers for the Inclusive Classroom discusses the latest approaches, skills, and methodologies on how to support special needs students. Highlighting relevant perspectives on technology implementation, curriculum development, and instructional design, this book is an ideal reference source for pre-service teachers, teacher educators, researchers, professionals, and academics in the education field.

Topics Covered

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

  • Assistive Technology
  • Autonomous Learners
  • Common Core State Standards
  • Mathematics Instruction
  • Secondary Education
  • Student-Teacher Relationships
  • Writing and Reading Instruction

Reviews and Testimonials

Editors Dickenson, Keough, and Courduff present readers with a collection of academic essays and scholarly articles focused on the approaches, skills, and methodologies for teachers to use in supporting special needs students. The editors have organized the fourteen selections that make up the main body of the text in four parts devoted to meeting content demands, the pre-service teacher, designing instruction, and teaching the individual. Patricia Dickenson and Penelope Keough are faculty members of National University in California.

– Protoview Reviews

General and special education staff work hand in hand in the twenty-first-century classroom. Chapters present framework, strategies, models, and supportive legislation that demonstrate critical skills and tools that prepare PSTs for teaching diverse learners. Customary processes, such as the Individual Education Plan (IEP), are explained. Information about specific learning disabilities are discussed in chapter five which is designed with a focus on the thought that “it is essential that the secondary pre-service teacher be knowledgeable about the different categories of disabilities listed in the Individuals with Disabilities Education Improvement Act (IDEA) and understand how to develop their instruction and assignments to properly educate students in their classrooms who fall into one or more of these categories” (p. 75). Using the model for Universal Design for Learning (UDL) and alignment with Common Core State Standards represents collaborative measures between general education and special education in chapter six. The inherent plausibility of collaborative planning is demonstrated in consistent examples. This book prepares inexperienced future educators for inclusive and results-oriented teaching experiences.

– Janis Minshull, ARBA Review

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Patricia A. Dickenson, Ed.D., is an Assistant Professor of Teacher Education at National University, in San Jose California. Her administrative responsibilities include Program lead for the Bachelors of Arts in Interdisciplinary Studies with the Multiple and Single Subject teaching credential. Dr. Dickenson's teaching and research area focus on teacher professional development in technology and mathematics, and teacher preparation. Dr. Dickenson began teaching for the Los Angeles Unified School District and has taught elementary, middle and high school. Dr. Dickenson was also a mathematics coach and continues to work with in-service teachers as part of the University of California Mathematics Project. Dr. Dickenson recent publication includes editor-in-chief of Increasing Productivity and Efficiency in Online Teaching and author and speaker of the video series The Digital Professor: Creating an Online Presence. She maintains a professional website around topics of teacher education and preparation at: and maintains an active Twitter feed:@teacherpreptech.
Penelope Keough is an Associate Professor in the Department of Special Education at National University in La Jolla California.
Jennifer Courduff is an associate professor at Azusa Pacific University where she develops and teaches courses in the Master of Arts: Digital Teaching and Learning program. She is an active member of the International Society for Technology in Education (ISTE). Her research and presentations focus on technology integration within diverse learning environments and mobile learning.