A disability studies in education analysis using student and faculty perspectives of the special education edTPA

Jessica Bacon, Sheila Blachman

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations

Abstract

This chapter analyzes the special education edTPA handbook through a disability studies perspective. This analysis of the special education edTPA is written by two professors who co-taught a student teaching seminar at one institution and supported its first group of teacher candidates required to submit the edTPA for certification in New York State. Findings show that the edTPA detracted from teacher candidates building competencies that are most essential for competent inclusive educators, that the language and writing of the exam posed difficulties and the edTPA impacted the fieldwork experiences of candidates. We describe these findings and discuss their implications for inclusive and special education as understood through a disability studies perspective.

Original languageEnglish
Title of host publicationTeacher Performance Assessment and Accountability Reforms
Subtitle of host publicationThe Impacts of edTPA on Teaching and Schools
PublisherPalgrave Macmillan
Pages157-176
Number of pages20
ISBN (Electronic)9781137560001
ISBN (Print)9781137559999
DOIs
StatePublished - 1 Jan 2016

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    Bacon, J., & Blachman, S. (2016). A disability studies in education analysis using student and faculty perspectives of the special education edTPA. In Teacher Performance Assessment and Accountability Reforms: The Impacts of edTPA on Teaching and Schools (pp. 157-176). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-56000-1_9