Purpose – To share a model of preparing special educators to teach reading to students with mild-to-moderate disabilities.
Design/methodology/approach – The authors describe a specific model for preparing special educators to teach reading.
Findings – Data are provided regarding the effectiveness of this model of special education teacher preparation based on performance of students with disabilities who participated in the program.
Research limitations/implications – This research was done as a program evaluation and may have validity and generalizability limitations.
Practical implications – Other institutions of higher education may gain insight on how a similar preservice teacher preparation program could be developed and implemented at their institution.
Originality/value – The school/university partnership described is extremely unique and effective in preparing future special educators to teach reading to students with disabilities.
Anne Prater, M., Carter, N. and Munk, J. (2013), "Preparing Special Educators to Teach Reading: A Pre-Student Teaching Practicum", Ortlieb, E. and Cheek, E.H. (Ed.) Advanced Literacy Practices (Literacy Research, Practice and Evaluation, Vol. 2), Emerald Group Publishing Limited, Bingley, pp. 181-196. https://doi.org/10.1108/S2048-0458(2013)0000002012
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