2026-09-24T08:58:38Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/121392 2023-12-13 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Monda Amaya, Lisa Monda Amaya, Lisa McCarthey, Sarah Ray, Amber Light Shriner, Cheryl 2023-08 application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-12-04 without embargo terms The student, Laurie Andrews, accepted the attached license on 2023-04-27 at 15:43. The student, Laurie Andrews, submitted this Dissertation for approval on 2023-04-27 at 15:49. This Dissertation was approved for publication on 2023-05-10 at 14:44. DSpace SAF Submission Ingestion Package generated from Vireo submission #19218 on 2023-12-04 at 16:59:36 Special education cooperating teachers: Perspectives on mentoring and participation in teacher education Andrews, Laurie Grams 2023-05-10 Special Education Cooperating Teachers Student Teaching Cooperating Teacher Perspectives Efforts to strengthen special education teacher preparation have the potential to mitigate the chronic special education teacher shortage and to close the achievement gap between students receiving special education services and their peers. These efforts require that teacher preparation programs and their K-12 partners collaborate to create a seamless and highly effective student teaching experience. Although cooperating teachers (CTs) work closely with student teachers and highly influence their development, they largely are disconnected from teacher education programs and faculty. Examining role of CTs in special education clinical experiences allows us to better understand how to strengthen teacher preparation and to make a meaningful difference in outcomes for both new special education teachers and students with disabilities. This study used semi-structured interviews to examine the experiences of effective special education CTs in working with teacher candidates, the opportunities they had to partner with special education teacher preparation programs, and CTs’ perceptions of what is well-taught and what might be missing from teacher preparation programs. Findings indicated that highly effective CTs utilized impactful mentoring strategies and purposefully arranged experiences for their student teachers in areas they perceive to be priorities in special education (e.g., writing Individualized Education Programs and teaching in various settings for diverse learners). Participants also reported having positive relationships with teacher preparation programs but had little to no opportunity to provide feedback about or otherwise contribute to program content. Participants found that their student teachers were well prepared to write lesson plans and create positive relationships with students, but were lacking in the areas of differentiating instruction, making flexible on-the-spot decisions, handling disruptive behaviors, and writing IEPs. Implications for practice and recommendations for future research are discussed. Text eng https://hdl.handle.net/2142/121392 Copyright 2023 Laurie Andrews Ph.D. Dissertation Special Education University of Illinois at Urbana-Champaign Special Education