Teacher Candidates with Disabilities残疾教师候选人.pdfVIP

TEACHER CANDIDATES WITH DISABILITIES: GUIDANCE FOR TEACHER EDUCATORS Andrew R. Brulle Wheaton College Abstract: This paper describes a variety of issues that teacher educators should consider when making decisions regarding the status of teacher candidates with disabilities. A variety of legal precedents are reviewed and some issues specific to appropriate accommodations for teacher candidates are discussed. One of the more vexing issues in teacher education today is the decision process that must occur when personnel in teacher preparation programs have to determine whether or not a candidate with a disability can actually demonstrate the capabilities necessary to handle a classroom on his/her own. McGee and Kauffman (1989) illustrated the dilemma when they emphasized that teacher educators have two entities to which they are accountable. First, teacher educators have to ensure that their programs are fully accessible to candidates with disabilities. Both the Americans with Disabilities Act (P.L. 101-336, 1990) and Section 504 of the Rehabilitation Act of 1973 (P.L. 93-112, 1973) emphasize the importance of providing appropriate accommodations to individuals with disabilities. These laws indicate clearly that the presence of a disability does not necessarily result in an inability to perform the job as long as appropriate accommodations are made. Conversely, just because an individual may have a disability and is entitled to appropriate accommodations; these accommodations do not necessarily guarantee success in teaching. McGee’s and Kauffman’s second entity that needs consideration is the general public’s right and demand for a competent teacher in every classroom. This demand was emphasized by the National Commission on Teaching and America’s Future (1996) which stated that “The first premise is one that virtually every parent understands and a large body of research conf