Interrogating the Intersections Between General and Special Education in the History of Teacher Education Reform

Linda P. Blanton, Marleen C. Pugach, Mildred Boveda

Research output: Contribution to journalArticle

4 Citations (Scopus)

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 languageEnglish (US)
Pages (from-to)354-366
Number of pages13
JournalJournal of Teacher Education
Volume69
Issue number4
DOIs
StatePublished - Sep 1 2018

Fingerprint

general education
special education
reform
teacher
history
education
historical analysis
equity
funding
student

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 journalArticle

@article{b646f80fc6164926bb6604ccca6a9236,
title = "Interrogating the Intersections Between General and Special Education in the History of Teacher Education Reform",
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.",
keywords = "education reform, historical analysis, pre-service teacher education, special education teacher education, teacher education preparation",
author = "Blanton, {Linda P.} and Pugach, {Marleen C.} and Mildred Boveda",
year = "2018",
month = "9",
day = "1",
doi = "10.1177/0022487118778539",
language = "English (US)",
volume = "69",
pages = "354--366",
journal = "Journal of Teacher Education",
issn = "0022-4871",
publisher = "SAGE Publications Inc.",
number = "4",

}

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

UR - http://www.scopus.com/inward/record.url?scp=85047958604&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85047958604&partnerID=8YFLogxK

U2 - 10.1177/0022487118778539

DO - 10.1177/0022487118778539

M3 - Article

VL - 69

SP - 354

EP - 366

JO - Journal of Teacher Education

JF - Journal of Teacher Education

SN - 0022-4871

IS - 4

ER -