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Multicultural Learning and Teaching

Editor-in-Chief: Obiakor, Festus / Algozzine, Robert

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Preparing Teachers for Urban Students Who Have Been Labeled as Having Special Needs

Tachelle Banks / Festus Obiakor / Bob Algozzine
Published Online: 2013-06-18 | DOI: https://doi.org/10.1515/mlt-2013-0004

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Abstract

Preparing teachers to work in urban public schools – and to remain there – is a daunting challenge. In an age plagued with the overrepresentation of culturally and linguistically diverse (CLD) students placed in special education programs, it is important that teacher preparation programs within the field of special education devote attention to the devastating effects of deficit thinking. The current focus on the achievement gap and poor graduation rates has highlighted the challenges facing urban schools and their teachers in our nation. Many colleges and universities have ill-prepared or unprepared to work with CLD students in general and special education. This article discusses how teachers and service providers can be prepared to work with urban children and youth with and without special needs.

Keywords: teacher preparation; urban students with special needs; urban special education; CLD students; general and special education

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About the article

Published Online: 2013-06-18

Citation Information: Multicultural Learning and Teaching, Volume 8, Issue 1, Pages 155–170, ISSN (Online) 2161-2412, ISSN (Print) 2194-654X, DOI: https://doi.org/10.1515/mlt-2013-0004.

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