Enacting Diversity in Dual Certification Programs

Abstract

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.

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