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

 

Abstract

This case study examines collaborative partnerships between comprehensive transition programs and special education departments. It highlights the value of preservice teacher internship placements, which offer critical opportunities for interns to observe experienced educators demonstrate essential skills for student success. Through these placements, preservice teachers gain exposure to innovative teaching methods and adaptive technologies commonly used in comprehensive transition programs, broadening their toolkits for supporting students of all ages with of varying exceptionalities. By cultivating partnerships between comprehensive transition programs and special education departments, preservice teachers gain access to strong role models, enhancing professional growth and preparing them for successful careers. The case study focuses specifically on the successes and challenges faced by Ms. Robins, a preservice teacher, during her internship at a comprehensive transition program affiliated with her university. Ms. Robins' experience serves as a lens to examine how such programs uniquely prepare future educators to support transition-age students, with an emphasis on life skills, career readiness, and independent living.

Author Bios

Kelly Kearney, EdD, BCBA-D, is an Assistant Professor at Florida Atlantic University in the Department of Special Education. She teaches graduate courses in the Applied Behavior Analysis program. Her research focuses on teaching employability skills and self-determination skills to adults with intellectual and developmental disabilities.

Brianna J. Miller, Ed.D., is a faculty member in the Department of Special Education at Florida Atlantic University, where she teaches both undergraduate and graduate courses. She also serves as an instructor with the Academy for Community Inclusion, a comprehensive transition program that supports students with intellectual and developmental disabilities in the areas of employment, self-determination, and independent living. Dr. Miller’s research centers on promoting health, wellness, aging, and sex education, as well as inclusive practices for adults with intellectual and developmental disabilities across higher education and community settings.

Kaley B. Adams Ph.D., BCBA-D, is a faculty member in the Department of Special Education at Florida Atlantic University, primarily working in the Academy for Community Inclusion, a comprehensive transition program that supports adults with intellectual and developmental disabilities in the areas of employment, self-determination, and independent living. She also teaches graduate courses in special education and Applied Behavior Analysis. Dr. Adams’ research focuses on increasing independent living skills such as financial literacy and decision-making for adults with intellectual and developmental disabilities.

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