Preparing Preservice Secondary Teachers for the Diversity Presented by Students with Special Needs.

Overview & Synopsis

This paper describes the prevailing atmosphere in the Department of Teacher Education at the University of Dayton (Ohio) in 1989 that supported a preservice secondary education teacher coursework change. It also reviews the evolution of the development of the coursework over four years that provided students with experiences causing them to question traditionally held perceptions of the role of the secondary teacher with at-risk and special needs students, and offers a discussion of the insights gained by the faculty implementing the change. The change was brought about by the implementation of a new education program that blocked coursework in educational foundations, human relations, and instructional methods; by the need for preservice education majors to pass a general education portion of the State teacher examination; and by the existence of such a special education needs program in the elementary education program. The block was a full semester, half day, every day morning program for 15 weeks. Students were on campus for 5 weeks, off for 3 weeks, on for 2, off for 3 again, then on to finish for 3 weeks; this rotation permitted integration of theoretical knowledge with hands-on experience. The Human Relations course dealt with diversity in urban settings, differing values, gender issues, and changing demographics and diversity around special needs students and at-risk students. Special education changes were brought about by faculty evaluation, student feedback, and a grant award. The special education component was not only a valuable part of the reflective thinking and growth process of the secondary education students, but it also offered a common ground for the preservice special education teacher and the preservice secondary education teacher. (NAV)