Diverse Teacher Candidates’ Perceptions of and Recommendations for a Special Education Preparation Program

As part of a four-year professional development program centered on increasing special education faculty members’ cultural responsiveness, the faculty members interviewed culturally and/or linguistically diverse (CLD) teacher candidates nearing completion of the special education program at a large Western university. The interviews, which focused on the candidates’ experiences during their time in the program, were conducted in the candidates’ homes. Each interview was audio and/or videotaped and transcribed verbatim, then analyzed using the inductive analysis design for qualitative research. The CLD candidates described types of learning activities and professor behaviors that had helped them to be successful. They also contributed suggestions to benefit future CLD candidates, including recommendations for professors and for the program as a whole.