Signature Pathway

Teacher preparation programs are critical to the induction of new teachers into the field. Research has shown that student teaching and embedded field experiences are essential components of these teacher preparation programs and are therefore included as a culminating element of teacher preparation programs. However, little is known of the effectiveness of these programs to adequately prepare new teachers to enter the selfcontained special education classrooms in which less than one percent of students in New York State are educated. The purpose of this qualitative research was to understand the self-efficacy of novice self-contained special education teachers and the perceptions of faculty and staff of several Hudson Valley teacher preparatory programs toward the teachers’ preparation to meet the myriad needs of students in this low-incidence special education setting. The major findings of this study revealed that novice special education teachers in self-contained settings working with students with significant disabilities feel unprepared. Teacher preparation staff and document analysis concur that college programs devote limited attention to the needs of teachers to work with high-needs students in self-contained classrooms. Students with significant disabilities require and deserve teachers who are prepared to meet their needs. This study provided recommendations for decision-makers in teacher preparation programs to introduce courses and field work in self-contained settings. Ongoing professional development and specialized on-boarding and mentoring for teachers new to these settings were also recommended.

James Higgins is the Director of Special and Alternative Education at Orange-Ulster BOCES in Goshen, New York where he supports the efforts of more than 500 staff who meet the learning needs of more than 1000 students with special needs. Prior to serving Orange-Ulster BOCES as the Assistant Director of Special Education for 17 years, he served as an administrator and classroom teacher in two area districts. In his 25-year career in education he has worked to understand the needs of different learners and how staff can best be prepared to meet their unique needs. James earned his B.A. in journalism from Marshall University, West Virginia. After working several years as a reporter and editor for a local newspaper, he returned to school to earn an MS. In Education from Mount St. Mary College,Newburgh, NY. He earned a Certificate of Advanced Study and NYS SBL and SDL certifications at SUNY New Paltz. James resides in Goshen, New York with his wife, a teacher. They have two adult sons, one who proudly serves his country in the United States Air Force and the other is a junior broker in the financial field.