Navigating Barriers as Special Education Teacher Educators

Abstract

Special education teacher educators face multiple systemic, institutional, and social barriers in preparing teacher candidates to provide students with significant disabilities access to the general curriculum. This qualitative interview study explores how special education teacher educators are working to navigate these barriers while employing strategies at multiple levels. The 14 special education teacher educators in this study utilized strategies to navigate barriers to access the general curriculum in four distinct ways by (a) building relationships, (b) advocacy, (c) increasing knowledge, and (d) being resilient. The discussion includes recommendations for special education teacher educators regarding how to navigate barriers and support pre- and in-service teachers in providing students with significant disabilities access to the general curriculum.