At the Warner School, a core belief in all our teacher education programs is that all teachers should be prepared to recognize the diverse needs of their students and they should have strategies to differentiate instruction to meet those needs. We believe that all students bring rich and meaningful experiences to school and that those experiences are resources for effective teaching, engagement, and inclusion.
For our inclusion and special education teacher candidates, there is rigorous preparation as teachers will have the knowledge and skills to teach students who engage in learning in diverse ways in order to facilitate the learning, participation, and belonging of students with disabilities in general education contexts. Fundamental principles of our approach to inclusive practices and students with disability labels include:
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Critical Inquiry: A primary goal of all our inclusion/special education teacher preparation programs is to prepare teachers, through critically examining historical, cultural, legal, political, and theoretical foundations of schooling and constructs of disabilities, to develop a rich understanding of teaching practices that facilitate the involvement and progress of students with disabilities in general education, standards-based curriculum in general education contexts. Approaching our work from a Disability Studies in Education perspective, our program is firmly rooted in the notion that inclusive practice is a best practice in education.
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Collaboration: We seek to prepare educators for collaborative efforts among schools, families, and communities to provide students and teachers with the necessary supports and services. They understand how to engage in models of collaborative teaming and relationships with their colleagues and to develop the communication skills to engage in effective partnerships with families.
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Advocacy: We advocate for the full inclusion of all students, particularly students with disabilities, as part of our efforts to reform schools. We provide opportunities for teachers and teacher candidates to critically examine policies and practices that have fostered and maintained segregation through service delivery and placement options for students with disabilities, resulting in a dual system of education. Based on these opportunities, we then focus on promising practices in inclusive general education contexts.
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Equity: Through coursework and experiences in the field, our graduates are able to choose and implement appropriate teaching and learning strategies for all students in the classroom. They are able to identify systemic structures that impede student learning and possess a repertoire of skills to break down those barriers. We focus on best practices for inclusive schooling that are research based. We prepare teachers to understand how people learn, and, through strength-based assessments, to determine how to differentiate, adapt, and individualize instruction through principles of Universal Design for Learning. Our program also focuses on positive behavior supports to address student and classroom management needs, assistive technology, and transition planning for secondary students.
A key highlight of our inclusion/special education teacher preparation programs leading to NYS certification is how our faculty integrate urban education into the whole curriculum. We make it a part of every course so that students are equipped and prepared to work in all schools—particularly in some of our most underserved school districts where there is a shortage of high-quality and innovative teachers.
Martha Mock, PhD
