Abstract
This article provides an historical analysis of major reforms in teacher education, beginning in the 1970s, specifically focusing on the opportunities each reform presented to build a shared agenda across pre-service general and special education, and the constraints that operated on them. The analysis revealed the existence of several such intersections, each of which created substantive occasions for joint action across general and special education at every stage of teacher education reform. However, four factors—policy, funding, timing, and norms of separation—appear to have operated as constraints upon mining the capacity of these potential intersections. If the promise of a cohesive system of education capable of and committed to supporting struggling students across multiple and intersecting diversities is to be realized, it will be critical to coalesce around a comprehensive equity agenda that builds on the intersections that continue to exist between general and special education.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 354-366 |
| Number of pages | 13 |
| Journal | Journal of Teacher Education |
| Volume | 69 |
| Issue number | 4 |
| DOIs | |
| State | Published - Sep 1 2018 |
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Keywords
- education reform
- historical analysis
- pre-service teacher education
- special education teacher education
- teacher education preparation
ASJC Scopus subject areas
- Education
Cite this
Interrogating the Intersections Between General and Special Education in the History of Teacher Education Reform. / Blanton, Linda P.; Pugach, Marleen C.; Boveda, Mildred.
In: Journal of Teacher Education, Vol. 69, No. 4, 01.09.2018, p. 354-366.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Interrogating the Intersections Between General and Special Education in the History of Teacher Education Reform
AU - Blanton, Linda P.
AU - Pugach, Marleen C.
AU - Boveda, Mildred
PY - 2018/9/1
Y1 - 2018/9/1
N2 - This article provides an historical analysis of major reforms in teacher education, beginning in the 1970s, specifically focusing on the opportunities each reform presented to build a shared agenda across pre-service general and special education, and the constraints that operated on them. The analysis revealed the existence of several such intersections, each of which created substantive occasions for joint action across general and special education at every stage of teacher education reform. However, four factors—policy, funding, timing, and norms of separation—appear to have operated as constraints upon mining the capacity of these potential intersections. If the promise of a cohesive system of education capable of and committed to supporting struggling students across multiple and intersecting diversities is to be realized, it will be critical to coalesce around a comprehensive equity agenda that builds on the intersections that continue to exist between general and special education.
AB - This article provides an historical analysis of major reforms in teacher education, beginning in the 1970s, specifically focusing on the opportunities each reform presented to build a shared agenda across pre-service general and special education, and the constraints that operated on them. The analysis revealed the existence of several such intersections, each of which created substantive occasions for joint action across general and special education at every stage of teacher education reform. However, four factors—policy, funding, timing, and norms of separation—appear to have operated as constraints upon mining the capacity of these potential intersections. If the promise of a cohesive system of education capable of and committed to supporting struggling students across multiple and intersecting diversities is to be realized, it will be critical to coalesce around a comprehensive equity agenda that builds on the intersections that continue to exist between general and special education.
KW - education reform
KW - historical analysis
KW - pre-service teacher education
KW - special education teacher education
KW - teacher education preparation
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U2 - 10.1177/0022487118778539
DO - 10.1177/0022487118778539
M3 - Article
AN - SCOPUS:85047958604
VL - 69
SP - 354
EP - 366
JO - Journal of Teacher Education
JF - Journal of Teacher Education
SN - 0022-4871
IS - 4
ER -