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Capacity Building Pedagogy for Diverse Learners

Capacity Building Pedagogy for Diverse Learners

Sharon Lynn Bohjanen, Abby Cameron-Standerford, Tynisha D. Meidl
Copyright: © 2018 |Pages: 18
ISBN13: 9781522538738|ISBN10: 1522538739|EISBN13: 9781522538745
DOI: 10.4018/978-1-5225-3873-8.ch011
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MLA

Bohjanen, Sharon Lynn, et al. "Capacity Building Pedagogy for Diverse Learners." Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning, edited by Jared Keengwe, IGI Global, 2018, pp. 195-212. https://doi.org/10.4018/978-1-5225-3873-8.ch011

APA

Bohjanen, S. L., Cameron-Standerford, A., & Meidl, T. D. (2018). Capacity Building Pedagogy for Diverse Learners. In J. Keengwe (Ed.), Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning (pp. 195-212). IGI Global. https://doi.org/10.4018/978-1-5225-3873-8.ch011

Chicago

Bohjanen, Sharon Lynn, Abby Cameron-Standerford, and Tynisha D. Meidl. "Capacity Building Pedagogy for Diverse Learners." In Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning, edited by Jared Keengwe, 195-212. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3873-8.ch011

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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).

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