2019 TASH Conference has ended
Each year, the TASH Conference brings together our constituents to share resources and success stories, learn about field-driven best practices, and network within a community engaged in shared values. The Conference is attended by passionate leaders, experts, and advocates from every corner of the disability community. Conference attendees are influential in their fields and communities, and play an important role in the provision of services and supports for the millions of individuals and organizations around the world; and include professors and researchers from leading institutions; those involved in local, state, and federal governments and public policy; special and general educators, and school administrators; self-advocates, adult service providers; students, family members, and many others.  This year’s conference theme, Building Diverse and Inclusive Communities, reminds us that equity, opportunity, and inclusion relies on the input of broad perspectives and experiences.
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Saturday, December 7 • 10:45am - 11:35am
Perspectives on Inclusion Across General and Special Education Preservice Teachers Seating Available

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Limited Capacity seats available

While the Individuals with Disabilities Education Act has ensured the rights of students with disabilities to a free and appropriate education in the least restrictive environment over the last 40 years, our education system continues to struggle to effectively provide these students, including those who have significant support needs, with an education in classrooms alongside their same-age peers without disabilities. Efforts to improve the quality and effectiveness of inclusive education include changes to State teacher credentialing requirements and subsequently teacher preparation programs. For example, the California Commission on Teacher Credentialing recently adopted new general education teacher performance expectations in Fall 2017 that increased what general education teachers are required to know and do with regard to meeting the needs of students with disabilities in their classrooms. In response, faculty in the special education, single subject and multiple subject credential programs at California State University, Sacramento collaborated to make changes to their respective programs to improve training in inclusive practices. These revisions include the integration of foundational knowledge of Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS) into initial credential coursework and the creation of an advanced course to be taken by general and special education preservice teachers together. This course focuses on strategies specific to serving all students in their least restrictive environment with an emphasis on co-planning, co-teaching, problem solving, social-emotional learning, differentiated instruction, roles and responsibilities of special and general education teachers, peer mediated learning strategies, assistive technology, adaptations, accommodations, and modifications of standards and learning outcomes for students with disabilities. This presentation will share the preliminary findings of a multi-year project exploring the beliefs, attitudes, concerns and self-efficacy of general and special education preservice teachers with regard to inclusive education and how these may change over time as the preservice teachers experience coursework and instruction on evidence-based interventions and instructional strategies to create safe and caring, culturally responsive classroom communities. Specifically, the focus will be on the data from surveys completed by one year's cohorts of preservice general and special educators at the beginning, middle and end of their credential programs. Insights and implications for preservice general and special education teacher preparation will be discussed. This research session directly aligns with the 2019 Conference theme, "Building Diverse and Inclusive Communities." In particular, the session seeks to share the diverse perspectives of preservice general and special educators with regard to inclusive education and to inform teacher preparation programs about providing future general and special educators with key dispositions, knowledge and skills in order to provide equitable and inclusive educational opportunities to all students.

avatar for Jean Gonsier-Gerdin

Jean Gonsier-Gerdin

Professor, Teaching Credentials-Special Education, California State University, Sacramento

Saturday December 7, 2019 10:45am - 11:35am
Meeting Room: Rattlesnake 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

Attendees (27)