Innovative Communities: Embedding Special Education Faculty in Science Methods Courses

Teachers in general education classrooms must be prepared to meet the needs of all students. This study explored the impact of embedding special education faculty members in general education teacher preparation to coteach a science, technology, engineering, and mathematics (STEM)-based elementary methods block. The Attitudes Toward Inclusion Survey was modified to include STEM education and to develop and implement STEM-based curriculum to meet the needs of all students. Statistical analysis was conducted to determine change over time for the STEM-based cohort in relation to a non-STEM-based cohort in five domains reflected in the survey. Significant increases were apparent for those teacher candidates participating in the cotaught cohort in the domains that reflect perceptions of students with disabilities (SWDs), understanding the role of a general education teacher in working with SWDs, and the knowledge and pedagogical skills needed to integrate STEM instruction. Implications for preservice teachers and teacher preparation programs are discussed.