As special ed students are integrated more at school, teacher training is evolving
April 15, 2025
From StateImpact Oklahoma
Via NPR
Article Title: As Special Ed Students Are Integrated More at School, Teacher Training Is Evolving Author: Beth Wallis
Published: April 15, 2025
Source: NPR / StateImpact Oklahoma
URL: https://www.npr.org/2025/04/15/1257893211/as-special-ed-students-ar...
As more students with disabilities are integrated into general education classrooms, the article by Beth Wallis explores how teacher training is adapting to ensure meaningful inclusion. The piece centers on Kellen Hedler, a fourth-grade student with Down syndrome at Frontier Elementary School in Edmond, Oklahoma. Kellen spends over 80% of his school day with his non-disabled peers, demonstrating the increasing commitment to inclusive education across the United States.
Historically, students with disabilities were more likely to be separated into special education classrooms. In 1989, fewer than one-third of students with disabilities spent most of their time in general education settings. Today, that number has more than doubled. However, this shift has not always been matched with adequate preparation for general education teachers, many of whom report feeling underprepared to support diverse learning needs.
Kellen's teacher, Adam Frederick, reflects this gap. Though trained as a general educator, he recalls having only surface-level exposure to special education strategies in college. Now working with Kellen daily, Frederick admits that navigating inclusive education involves a steep learning curve. His experience highlights a broader issue: teacher preparation programs vary widely in how they address special education. NPR found that among the 10 largest U.S. universities, only four require more than one special education course for elementary teacher certification candidates.
To address these challenges, a growing number of institutions are adopting dual licensure or "unified" programs, which prepare future educators to work across both general and special education settings. Universities such as Texas A&M, The Ohio State University, and the University of Kansas have introduced these models, with promising results. These programs aim to foster teachers who can effectively differentiate instruction, collaborate across disciplines, and support all learners—including those with Individualized Education Programs (IEPs).
The University of Central Florida (UCF) offers an example of this evolution. UCF integrates its special education coursework with practical internships, enabling teacher candidates to apply inclusive strategies in real-time. The university emphasizes Universal Design for Learning (UDL)—a framework that encourages teachers to present information in multiple formats to accommodate varied learning styles. For example, in a basic math lesson, students might use tactile objects, visual aids, and digital tools alongside traditional worksheets to learn addition.
Beyond pedagogy, the shift toward unified training reflects a paradigm shift in philosophy: as KU professor Jennifer Kurth explains, “All students are general education students.” This inclusive mindset helps break down silos between general and special education and supports a more holistic approach to student success.
Future educators like Benjamin Erickson, a student at KU with disabilities himself, view this training as essential. He argues that inclusive classrooms not only help students with disabilities thrive—they improve learning for all. As teacher preparation continues to evolve, dual licensure and inclusive design stand out as promising tools for building stronger, more equitable classrooms.
Citation: Wallis, Beth. “As Special Ed Students Are Integrated More at School, Teacher Training Is Evolving.” NPR / StateImpact Oklahoma, April 15, 2025.
Original Article
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Prepared with the assistance of AI software
OpenAI. (2025). ChatGPT (4) [Large language model]. https://chat.openai.com
As special ed students are integrated more at school, teacher training is evolving
by Michael Keany
Apr 17
As special ed students are integrated more at school, teacher training is evolving
April 15, 2025
From StateImpact Oklahoma
Via NPR
Article Title: As Special Ed Students Are Integrated More at School, Teacher Training Is Evolving Author: Beth Wallis
Published: April 15, 2025
Source: NPR / StateImpact Oklahoma
URL: https://www.npr.org/2025/04/15/1257893211/as-special-ed-students-ar...
As more students with disabilities are integrated into general education classrooms, the article by Beth Wallis explores how teacher training is adapting to ensure meaningful inclusion. The piece centers on Kellen Hedler, a fourth-grade student with Down syndrome at Frontier Elementary School in Edmond, Oklahoma. Kellen spends over 80% of his school day with his non-disabled peers, demonstrating the increasing commitment to inclusive education across the United States.
Historically, students with disabilities were more likely to be separated into special education classrooms. In 1989, fewer than one-third of students with disabilities spent most of their time in general education settings. Today, that number has more than doubled. However, this shift has not always been matched with adequate preparation for general education teachers, many of whom report feeling underprepared to support diverse learning needs.
Kellen's teacher, Adam Frederick, reflects this gap. Though trained as a general educator, he recalls having only surface-level exposure to special education strategies in college. Now working with Kellen daily, Frederick admits that navigating inclusive education involves a steep learning curve. His experience highlights a broader issue: teacher preparation programs vary widely in how they address special education. NPR found that among the 10 largest U.S. universities, only four require more than one special education course for elementary teacher certification candidates.
To address these challenges, a growing number of institutions are adopting dual licensure or "unified" programs, which prepare future educators to work across both general and special education settings. Universities such as Texas A&M, The Ohio State University, and the University of Kansas have introduced these models, with promising results. These programs aim to foster teachers who can effectively differentiate instruction, collaborate across disciplines, and support all learners—including those with Individualized Education Programs (IEPs).
The University of Central Florida (UCF) offers an example of this evolution. UCF integrates its special education coursework with practical internships, enabling teacher candidates to apply inclusive strategies in real-time. The university emphasizes Universal Design for Learning (UDL)—a framework that encourages teachers to present information in multiple formats to accommodate varied learning styles. For example, in a basic math lesson, students might use tactile objects, visual aids, and digital tools alongside traditional worksheets to learn addition.
Beyond pedagogy, the shift toward unified training reflects a paradigm shift in philosophy: as KU professor Jennifer Kurth explains, “All students are general education students.” This inclusive mindset helps break down silos between general and special education and supports a more holistic approach to student success.
Future educators like Benjamin Erickson, a student at KU with disabilities himself, view this training as essential. He argues that inclusive classrooms not only help students with disabilities thrive—they improve learning for all. As teacher preparation continues to evolve, dual licensure and inclusive design stand out as promising tools for building stronger, more equitable classrooms.
Citation: Wallis, Beth. “As Special Ed Students Are Integrated More at School, Teacher Training Is Evolving.” NPR / StateImpact Oklahoma, April 15, 2025.
Original Article
------------------------------
Prepared with the assistance of AI software
OpenAI. (2025). ChatGPT (4) [Large language model]. https://chat.openai.com