2012/06/07 by Marleen C. Pugach, Linda P. Blanton · 1 citation
Social Sciences · #Collaborative Teaching and Inclusion #Disability Education and Employment #Education Systems and Policy
paper · doi:10.1177/0022487112446970
crossref issued 2012/06/07 · crossref published 2012/06/07 · crossref published-online 2012/06/07 · openalex publication_date 2012/06/07 · crossref created 2012/06/08 · crossref published-print 2012/09/01 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · openalex updated_date 2026/06/11 · crossref indexed 2026/08/01
This exploratory study, based on a content analysis of program descriptions, course syllabi, and related program documents, examined the curricula of three fully merged teacher education programs that were redesigned to better prepare teachers for the full range of diversity in their student populations. In these programs, graduates earn a general and special education elementary license simultaneously. Results suggest that attention to disability is more prevalent than attention to other social identity markers such as race, class, culture, or language.