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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 the impact of specialized coaching support for preservice special education teachers with autism during their senior year of their teacher preparation program with specific focus on practicum and student teaching placements. The study involved two undergraduate students, ages 21 and 20, diagnosed with autism spectrum disorder, who were in their final year of a special education licensure program at a university in a rural area in the Midsouth region of the United States. Both participants had disclosed their disability status and requested accommodations through university services. The coaching process evolved through four distinct phases over two semesters. Coaches faced significant challenges including participants' difficulties with unpredictable classroom dynamics, sensory processing in high-stimulus environments, and navigating the dual identity of being both a teacher and a person with a disability in educational settings. Through documented observations, interviews, and performance data, findings indicate that targeted coaching interventions significantly enhanced classroom management skills, student engagement strategies, and professional communication abilities. Key replicable takeaways for teacher preparation programs include: establishing structured mentoring partnerships with practicing special educators who have disabilities, implementing gradual practicum placement transitions with customized sensory accommodation plans, developing explicit communication protocols for feedback sessions, and creating professional learning communities specifically for preservice teachers with disabilities. Results suggest that intentional coaching support not only improved teaching performance but also increased self-efficacy and professional resilience among participants. This case study provides practical insights for teacher preparation programs seeking to better support and retain preservice teachers with autism, while adding to the growing body of literature on inclusive practices in teacher education.

Author Bios

Dr. Allison N. Oliver brings nearly two decades of experience to the field of special education. Currently an Assistant Professor at Austin Peay State University, she serves as President-Elect of CEC Tennessee Chapter and holds leadership positions as Member-at-Large for Knowledge and Skills and Professional Development Board Member for the Teacher Education Division of CEC. Her research focuses on behavior intervention strategies, teacher education methodologies, inclusive classroom practices, and multicultural education. At Austin Peay, she collaborates on initiatives aimed at improving educator training and retention.

Dr. Oliver's work has been published in peer-reviewed journals, and she actively participates in professional organizations dedicated to special education and teacher preparation. Through her multifaceted roles in teaching, research, and leadership, she continues to advance knowledge and practices that benefit students with exceptional needs while preparing the next generation of special educators.

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