An instructional approach to integrate the teachers’ roles as a model and guide by providing a menu of choices for learning experiences and assessment.
Published in Chapter:
Capacity Building Pedagogy for Diverse Learners
Sharon Lynn Bohjanen (St. Norbert College, USA), Abby Cameron-Standerford (Northern Michigan University, USA), and Tynisha D. Meidl (St. Norbert College, USA)
Copyright: © 2018
|Pages: 18
DOI: 10.4018/978-1-5225-3873-8.ch011
Abstract
Our phenomenological study of student teachers' perceptions of special education practices identified a gap in a general education teacher preparation program, given the inclusive model of education mandated through the IDEIA (2004). We offer a 3-tiered teaching framework for teacher preparation programs to utilize capacity building differentiated pedagogy suitable for all learners, including digital learners and students with exceptionalities. The teaching skills for capacity building pedagogy, Universal Design for Learning, and Differentiated Instruction, supported through decades of special education research, will enable the next generation of teachers to effectively serve a diverse population of students (Frey, Andres, McKeeman & Lane, 2012; Hamilton-Jones & Vail, 2013; Oyler, 2011; Shepherd, Fowler, McCormick, Wilson, & Morgan, 2016).