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Abstract

As teacher educators prepare preservice teachers for careers in a wide range of geographic and political contexts, they face the challenge of equipping students with the knowledge and skills needed to succeed in diverse classrooms across the United States. Future special educators may be entering school systems that are influenced by varying political climates and policies, ranging from more progressive regions to those with more conservative approaches to education. This observation-based case examines two preservice teachers from diverse backgrounds and explores their perceptions on pressing educational issues and feelings about their preparation program. It also discusses how teacher preparation programs can be prepared to navigate today’s diverse educational system while maintaining a commitment to equity, inclusion, advocacy, and high-quality teaching.

Author Bios

Dr. Tiara Saufley Brown, Ph.D., is an Associate Professor at James Madison University. Her research interests include exploring dynamic ways to enhance peer relationships for at-risk preschoolers and those
with disabilities, especially autism and developmental delays. She also delves into professional development practices that foster positive social and behavioral outcomes and examines power dynamics between teachers and paraprofessionals in diverse educational
settings. Her current projects include collaborations with students and educators to promote inclusive and culturally responsive teaching practices utilizing a newly developed coaching model.

Benjamin S. Riden, Ph.D., BCBA-D, LBA, is an Associate Professor at James Madison University. His research interests include using the principles of applied behavior analysis to support students with
challenging behavior, preparing teachers to effectively manage their classrooms, and single case research design.

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