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Interdisciplinary Special Education and APE Teacher Preparation Using Evidence-Based, High-Leverage Practices

Interdisciplinary Special Education and APE Teacher Preparation Using Evidence-Based, High-Leverage Practices

Heather E. Taylor, Joanne M. Van Boxtel, Elizabeth A. Foster, Sydney A. Bueno
Copyright: © 2023 |Pages: 26
ISBN13: 9781668464380|ISBN10: 1668464381|ISBN13 Softcover: 9781668464427|EISBN13: 9781668464397
DOI: 10.4018/978-1-6684-6438-0.ch005
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MLA

Taylor, Heather E., et al. "Interdisciplinary Special Education and APE Teacher Preparation Using Evidence-Based, High-Leverage Practices." Handbook of Research on Interdisciplinary Preparation for Equitable Special Education, edited by Dena D. Slanda and Lindsey Pike, IGI Global, 2023, pp. 85-110. https://doi.org/10.4018/978-1-6684-6438-0.ch005

APA

Taylor, H. E., Van Boxtel, J. M., Foster, E. A., & Bueno, S. A. (2023). Interdisciplinary Special Education and APE Teacher Preparation Using Evidence-Based, High-Leverage Practices. In D. Slanda & L. Pike (Eds.), Handbook of Research on Interdisciplinary Preparation for Equitable Special Education (pp. 85-110). IGI Global. https://doi.org/10.4018/978-1-6684-6438-0.ch005

Chicago

Taylor, Heather E., et al. "Interdisciplinary Special Education and APE Teacher Preparation Using Evidence-Based, High-Leverage Practices." In Handbook of Research on Interdisciplinary Preparation for Equitable Special Education, edited by Dena D. Slanda and Lindsey Pike, 85-110. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-6438-0.ch005

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Abstract

Preparing teachers to teach in inclusive, interdisciplinary settings is critical for teacher preparation programs if all students are to have access to general education curriculum. High-leverage practices have been proven to academically benefit students with disabilities. Using a continuous improvement cycle, the programs discussed in this chapter integrated evidence-based, high-leverage practices deliberately into special education and adapted physical education programs using an interdisciplinary approach. An audit at the program and course levels was completed and high-leverage practices and competencies were then integrated into teacher education courses where gaps were identified. Preservice teacher data was collected pre and post program to measure the effectiveness of the integration of these evidence-based practices into the programs. The steps the authors took to complete this work are detailed to be of use to other teacher preparation programs.

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