Effective Practice in Special Education Teacher Preparation

Dear Colleagues, 

The objective of this Special Issue is to establish a scholarly platform for discussing effective practices in the preparation of teachers who support students with special educational needs and disabilities (SEND). We seek contributions that explore both initial teacher preparation (for pre-service teachers) and ongoing professional development (for in-service teachers) across all educational levels (early childhood, primary, secondary, and post-secondary). 

Special education faces unique challenges in recruiting, preparing, and retaining effective teachers. This Special Issue aims to provide a platform for researchers, teacher educators, practitioners, and policymakers to share innovative approaches, research findings, and practical insights that can transform special education teacher preparation programs. 

Effective practices refer to those approaches that have demonstrated success in equipping special education teachers with the knowledge, skills, and dispositions necessary to support the academic, social, and emotional development of students with SEND. This includes, but is not limited to, evidence-based practices, innovative instructional strategies, inclusive pedagogies, and collaborative models of support. 

Potential topics of interest for this Special Issue include, but are not limited to, the following: 

• Innovative teacher preparation programs: studies and reports on novel approaches in preparing special education teachers, including mentorship programs and technology-enhanced learning;
• Evidence-based practices: empirical research on the effectiveness of specific instructional strategies and interventions used in special education teacher preparation;
• Cultural and linguistic responsiveness: the exploration of practices that prepare teachers to meet the needs of culturally and linguistically diverse students with SEND;
• Inclusive pedagogies: approaches that emphasize the preparation of special education teachers to work within inclusive settings, promoting access and participation for all students;
• Collaboration and co-teaching: the examination of teacher preparation programs that emphasize collaborative practices, including co-teaching models and partnerships with general education teachers;
• Policy and advocacy: analyses of policies affecting special education teacher preparation and their implications for practice and advocacy efforts;
• Professional development and lifelong learning: studies on effective professional development practices that support the continuous growth and development of special education teachers;
• International perspectives on special education teacher preparation: cross-cultural comparisons of preparation models, challenges, and successes in different countries. 

We encourage submissions that challenge traditional notions of special education teacher preparation and propose transformative practices that address the evolving needs of students with SEND. Through this Special Issue, we aim to advance the discourse on effective preparation practices, ultimately contributing to the development of a more inclusive and equitable education community. 

We look forward to your contributions, which will enrich this important dialogue. 

Sincerely, 

Dr. Johny Daniel
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• special education
• teacher preparation
• inclusive education
• evidence-based practices
• culturally responsive pedagogies
• professional development
• diverse learners
• collaboration
• equity and inclusion
• assistive technology