The current context of special education classrooms across America is that of an increasing demographic complexity. There is a disproportionate representation of historically marginalized groups (HMGs) in special education that (re)emphasizes a disconnect between those students, their families, and schools. Coupled with a predominantly White middle-class teaching force not being prepared to effectively teach these students, it furthers the marginalization of HMG special education students. Using a feminist-standpoint theoretical framework, the authors put forward a rationale for special education teacher preparation programs to partner with community teachers working in community-based organizations (CBOs) that serve HMGs. The authors contend that this type of partnership results in pre-service teachers being better prepared to address both the demographic complexities and the disconnect between families and schools.
Delport, John and Daikos, Christopher
"COMMUNITY TEACHERS AND THE PREPARATION OF SPECIAL EDUCATION TEACHERS: A CASE STUDY,"
Catalyst: A Social Justice Forum:
1, Article 2.
Available at: http://trace.tennessee.edu/catalyst/vol5/iss1/2