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Meeting the Need for Inclusive Educators Online: Teacher Education in Inclusive Special Education and Dual-Certification

Meeting the Need for Inclusive Educators Online: Teacher Education in Inclusive Special Education and Dual-Certification

Jason Naranjo
Copyright: © 2018 |Pages: 17
ISBN13: 9781522530688|ISBN10: 1522530681|EISBN13: 9781522530695
DOI: 10.4018/978-1-5225-3068-8.ch007
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MLA

Naranjo, Jason. "Meeting the Need for Inclusive Educators Online: Teacher Education in Inclusive Special Education and Dual-Certification." Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs, edited by Drew Polly, et al., IGI Global, 2018, pp. 106-122. https://doi.org/10.4018/978-1-5225-3068-8.ch007

APA

Naranjo, J. (2018). Meeting the Need for Inclusive Educators Online: Teacher Education in Inclusive Special Education and Dual-Certification. In D. Polly, M. Putman, T. Petty, & A. Good (Eds.), Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs (pp. 106-122). IGI Global. https://doi.org/10.4018/978-1-5225-3068-8.ch007

Chicago

Naranjo, Jason. "Meeting the Need for Inclusive Educators Online: Teacher Education in Inclusive Special Education and Dual-Certification." In Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs, edited by Drew Polly, et al., 106-122. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3068-8.ch007

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Abstract

The purpose of this chapter is to detail how online courses and programs influence teacher education for both preservice and inservice inclusive educators. Specifically, this chapter will examine how online courses and programs that are focused on inclusive special education and dual certification in general and special education have the potential to address teacher shortages in special education, expand teacher competence, and provide pathways for career development. Teacher education programs have the opportunity and the civic responsibility to create courses and programs in inclusive education that are accessible, relevant to the career development needs of both preservice and inservice teachers, and promote meaningful and just education for all students in inclusive schools and classrooms.

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