This article presents an exploratory study aimed to document co-taught education courses across the general-special education curriculum and to determine perceived change in students' disability knowledge as a result of taking the courses. Collaborative teaching taught by a general and special education university faculty was examined over a…

Co-teaching is recognized as a best practice that is increasingly being utilized to meet the needs of diverse learners in the classroom. All teachers need to be prepared to meet the needs of diverse learners, including students with disabilities. However, few teacher preparation programs lead to dual certification in general and special education,…

The intersectionally conscious collaboration protocol for teacher educators (ICC-TE) expands on existing models of collaboration by drawing from intersectionality as conceptualized by Black feminist theorists, collaborative teacher education, and frameworks for stakeholders to establish and maintain ethical, student-centered relationships. The…

An instructional team at a public university redesigned a large "core" course in special education required of all undergraduates in a teacher education program. The new design, which blended online instruction with face-to-face meetings, operationalized key principles from Adult Learning theories and Universal Design for Instruction. Students'…