51爆料网

Preparing To Teach All Students

In an inclusive education model, students are not separated based on ability or background. Educators trained to teach in inclusive classrooms modify their instruction to accommodate what each student may need to learn. To explain how this works, Jin draws an analogy between children and flowers. 鈥淚f a flower doesn鈥檛 bloom, we don鈥檛 blame the flower鈥攚e recognize the problem is in the environment and we look to change things in the environment, so the flower has what it needs to bloom.鈥�

The School of Education was a trailblazer in its commitment to end separation of general education and special education for students with disabilities. In 1991, 51爆料网 became the first research institution to establish . Students in these programs are trained to teach in inclusive settings and receive dual certification for both general and special education.

Over the decades, the School of Education鈥檚 dedication to inclusive education has expanded in scope. 鈥淲e鈥檙e committed to training excellent teachers who are going to be thoughtful about all kids鈥攁nd with particular attention to kids from populations that have been marginalized, underserved and discriminated against for any reason, be it race, disability, religion, gender, ethnicity or economic status,鈥� says George Theoharis, a professor of educational leadership and inclusive elementary and early childhood education in the School of Education.

Hands-on Training From Day One

Theoharis emphasizes that teachers trained in inclusive education are sought after in all schools, regardless of location or student demographics. 鈥淪chool leaders who hire graduates of Syracuse鈥檚 inclusive education program consistently report that they are more prepared than other new teachers,鈥� he says. He attributes this in part to one of program鈥檚 distinguishing features鈥攊ts emphasis on hands-on learning.

Unlike in many other teacher preparatory programs, Syracuse students have classroom placements from their first semester on. 鈥淢y field experiences have been incredibly helpful,鈥� says Emma Souky 鈥�24, who studies inclusive elementary and special education (grades 1-6). 鈥淚 have taught now in first, third and fifth grade classrooms. There is no better way to learn how to be teacher than through doing it, and with every field experience I feel more and more prepared.鈥� Jin seconds this sentiment. 鈥淢y training in the School of Education has made teaching for diverse needs feel very natural,鈥� he says. 鈥淚n some school settings, students鈥� different needs may not be formally recognized, but that doesn鈥檛 mean they don鈥檛 exist. I now know I鈥檒l be able to provide whatever my students may need.鈥�

In addition to placements in schools in and around Syracuse, students can also spend a semester in New York City with the program, where they learn in classrooms and schools that exemplify inclusive educational practice鈥攊ncluding in Community Roots Charter School in Brooklyn, which was co-founded by School of Education alumna Sara Stone 鈥�99.

鈥淏oth schools that I鈥檝e student-taught in during Bridge to the City are rooted in anti-bias approaches with a commitment to diversity and inclusion,鈥� Sarah Feldman 鈥�24 says. 鈥淚 got to see firsthand the impact a school鈥檚 culture can have on staff, students and their families. My students鈥� unique life experiences were embraced within the classroom and school communities.鈥� She says the experience helped clarify her goals as an educator. 鈥淎fter I graduate, I hope to work in a school that encourages diversity, teamwork and respect, and I will strive to make my students feel empowered by their differences.鈥�

Learning in a Supportive Environment

The School of Education鈥檚 programs are structured to foster supportive collaboration and camaraderie among students. 鈥淭he small class sizes mean you really get to bond with your classmates,鈥� Souky says. 鈥淭here is a huge emphasis on building community, and the professors really take the time to connect with us.鈥�

The close-knit community provides students opportunities to share reflections about their field experiences and, as professors with different specialties often collaborate and sometimes co-teach, students experience professional collaboration modeled by their professors.

Fulfilling the Promise of Our Educational System

Inclusive education aims to live up to what the American education system is supposed to ensure, says Theoharis. 鈥淥ur system is built on the important ideal that education should be for everybody. But when we label children and see them as deficient, we fail to deliver on that promise,鈥� he says. 鈥淢y hope will always be that that we will get closer to honoring that promise, and the work we do to prepare educators means our students will be part of that process.鈥�

For Souky, preparing to become an educator in inclusive classrooms has affirmed her choice of career. 鈥淭o have the opportunity to work in education, and to create a space where kids know that someone believes in them, someone wants the best for them, and that they can be themselves鈥攖hat is such an honor,鈥� she says.