Making Sense of Special Education in the Preservice Teacher Preparation Program: A Qualitative Study

Abstract

A special education field-experience was a component of a preservice general education curriculum and instruction course in a large research-oriented public university. Using participant-observation, survey, and interview data, this study analyzes how the preservice general education teachers make sense of this experience. Teacher education candidates use multicultural educational frameworks of equity and fairness to assimilate the field-experience. They perceive special education as a form of tracking. Participants leave the program feeling open to working with students with disabilities. The implications of their interpretations and attitudes are explored.