Developing Educators for Inclusive Classrooms through a Rural School-University Partnership. (March 2016)

• Record Type: Journal Article
• Authors: Hoppey, David
• Is Part Of: Rural special education quarterly. Volume 35:Number 1(2016)
• Page Start: 13
• Page End: 22
• Publication Date: 2016-03
• Subjects: Rural special education -- clinically rich teacher education -- job embedded professional development -- teacher learning -- co-teaching; People with disabilities -- Education -- United States -- Periodicals; People with disabilities -- Education; United States; Éducation spéciale; Handicapé; Milieu rural; États-Unis; Electronic journals; Periodicals; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.90973
• DOI: 10.1177/875687051603500103
• Languages: English
• ISSNs: 8756-8705

Abstract

This narrative illustrates a school-university partnership's attempt to prepare inclusive educators for working in inclusive classrooms. This partnership, located in a rural school located in the southeastern United States, consisted of collaboration between a variety of stakeholders, including school- and university-based educators and district partners committed to preparing a context for preservice teacher and inservice teacher learning. The narrative shares how the partnership's initiatives assisted in developing preservice teachers as inclusive educators, enhanced inservice teachers' capacity to teach in inclusive classrooms, created preservice teacher interest in working in rural schools, and improved student outcomes.