Experiential learning experiences to enhance preservice special educators' literacy instruction

Abstract

We must provide preservice special educators with quality programs that are inclusive of both the knowledge and skill needed for delivering engaging and impactful literacy instruction. Successful teacher education programs not only engage preservice educators in developing their knowledge of practices but provide opportunities to practice and reflect on teaching students with disabilities. Thus, the purpose of this study was to examine if participation in an experiential learning experience that was integrated into literacy course enhanced preservice special educators’ knowledge of literacy instruction, shifted their beliefs, and/or modified their practice for working with students with disabilities. Over three semesters, 47 preservice special educators enrolled in the course and completed the experiential learning experience. We conducted a qualitative content analysis of the lesson plans and reflections that these preservice educators submitted throughout the course. Our findings revealed that the preservice educators not only increased their instructional knowledge but as they engaged with students with disabilities, they changed their instructional practices, utilizing more evidence-based practices and shifted their beliefs by holding themselves accountable for student learning, These findings reaffirmed the continued need to integrate experiential learning throughout preservice programs to allow teachers to put into practice what they are learning in courses.