Redesigning a Special Education Teacher-Preparation Program: The Rationale, Process, and Outcomes

Abstract

Teacher-preparation programs across the nation are faced with multiple mandates that aim to increase rigor and effectiveness of future educators. In the state of Illinois, all teacher-preparation programs must revise and redesign their coursework to align with the new professional teaching standards and licensure requirements. This article will describe an Illinois public university’s process for revising its special education program to increase rigor by aligning to the new teacher-preparation requirements.