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Home > Journals > Active Journals > JCLEL > Special Issues > Navigating Challenges in Teacher Preparation: Case Studies in Practice and Innovation

 

Co-Author Information

Victoria VanUitert https://orcid.org/0000-0003-3927-3850 Lauren Zepp https://orcid.org/0000-0003-3838-8963 Jennifer Malone https://orcid.org/0009-0005-3805-8288 Alexandra Newson https://orcid.org/0000-0002-8882-0681 Victoria VanUitert will act as corresponding author for this manuscript. Her information is 419 Education Building, Bowling Green, OH 43404 vvanuit@bgsu.edu

Abstract

Increasing numbers of disabled and neurodivergent students are enrolling in postsecondary institutions, including teacher preparation programs. Although teacher educators strive to prepare their students to use strategies and provide support effectively in their future classrooms, many of these educators need tools to offer comparable services to disabled and neurodivergent preservice teachers. Specifically, disabled and neurodivergent preservice teachers have reported barriers to disclosing their disabilities and receiving access to needed accommodations. Instead, they report feeling scrutinized as to whether they are capable of being teachers due to their disability. These experiences seem to be especially pronounced during their teaching placement, and one of the biggest issues reported is that some cooperating teachers did not provide support with instructional skills such as lesson planning or classroom management, leading the disabled and neurodivergent students to struggle. As a result, some of these students exit the field, which may contribute to the significant underrepresentation of disabled and neurodivergent teachers. To address these concerns, this observation-based case study will focus upon a commonly used measure to assess preservice teacher development called disposition rubrics. This case shares the experiences of two individuals: a higher education faculty member of teacher preparation and a neurodivergent pre-service teacher candidate, specifically an autistic teacher candidate with anxiety and depression. This case study will provide opportunities for both teacher educators and pre-service teacher candidates to reflect upon (a) the nature of disposition statements and (b) what supports might be needed to improve outcomes of neurodivergent and disabled pre-service teachers. Reflective questions focus on ways that dispositions can be adjusted to enhance success of all preservice teachers, including neurodivergent and disabled ones.

Author Bios

  • Dr. Victoria VanUitert is an assistant professor in the School of Inclusive Teacher Education at Bowling Green State University. Her research focuses on (a) developing interventions to enhance the social-emotional and academic success and well-being of neurodivergent individuals (e.g., autistic, with ADHD, with learning disabilities) and (b) preparing pre- and in-service K-12 teachers and university professors to provide inclusive, affirming, and effective learning experiences for their students.
  • Dr. Lauren Zepp is an Assistant Professor in the Department of Special Education at the University of Wisconsin - Whitewater. Her research focuses on teacher education for effective reading instruction, special education teacher preparation, and disability representation in children's and young adult literature
  • Dr. Jennifer J. Malone is an assistant professor in the Department of Education at Missouri Western State University. She received her doctorate degree from Saint Louis University in 1999 in educational leadership. She spent 38 years as a special education teacher and school administration in the midwest. Her research agenda is aimed at increasing diversity and inclusion for teachers of color in special education as well as addressing the overall special education teacher shortage. Dr. Malone's research also brings attention to the disproportionality of underrepresented populations in special education k-12 classrooms as well as ensuring pre-service special education teachers are prepared to deliver high leverage instruction and high leverage assessments to all k-12 special education students.
  • Dr. Stacy N. McGuire is an assistant professor of special education in the School of Inclusive Teacher Education at Bowling Green State University. She is both a Board Certified Behavior Analyst-Doctoral and a Nationally Board Certified Teacher, Exceptional Needs Specialist. Dr. McGuire’s scholarship focuses on providing equitable education for students with behavioral support needs and emotional and behavioral disorders (EBD), which is conducted through three lines of inquiry: (a) social inclusion of students with behavioral support needs and EBD, (b) teacher training in evidence-based behavioral interventions, and (c) anti-ableist and antiracist disciplinary practices for students with behavioral support needs and EBD.
  • Alexandra Newson (she/her) is a neurodivergent and disabled researcher, advocate, and educator who received her doctorate in special education from the University of Oregon. Her passion for neuroinclusive research stems from her experiences as an Autistic special educator to youth with co-occurring disabilities, mental health needs, and trauma histories. She has seen how the use of trauma-informed neurodiversity-affirming practices with neurodivergent and disabled individuals is more than just best practice, but a social justice issue. Dr. Newson has taught in private and public school settings in the Pacific Northwest as a certified Special Educator and educational assistant. As an educator and researcher, Alex hopes to bridge the gap in current educational systems to better empower practitioners to disrupt their communities while holding systems accountable.
  • Dr. Gwendolyn Deger is an assistant professor of elementary and early childhood education at Penn State University - Abington. Her research focuses on (a) developing instructional interventions to enhance student engagement through the use of game-based elements, (b) supporting the well-being of in-practice and pre-service special educators so that they provide effective educational, behavioral, and social learning experiences that propose restorative justice and culturally sustaining practices, and (c) preparing of in-service and preservice educators for effective and inclusive engagement with families of children with unique learning needs.

  • Shannon Core, M.Ed. (she/her/hers) is a Ph.D. student in Special Education at the University of Washington, specializing in early childhood special education (ECSE). She has worked as an ECSE itinerant teacher and a preschool special education classroom teacher, experiences that shape her research focus on professional development and teacher preparation. Her work aims to support early childhood educators in implementing inclusive practices and improving outcomes for neurodiverse learners. She is dedicated to bridging research and practice to enhance teacher retention and equitable learning environments in early childhood education.

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