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The article describes persistent gaps in many programs, including limited collaboration between special and general education faculty and insufficient training for co-teaching within inclusion models. It presents a multi-year process that redesigns coursework and placements, builds partnerships, and creates a dual-credential pathway to prepare candidates for racially, ethnically, and neurodiverse inclusive settings.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/promising-practices-program-transition-humanizing-the-teacher-preparation-process-by-emphasizing-intersectionality-of-neurodiversity-multiculturalism/580433/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/promising-practices-program-transition-humanizing-the-teacher-preparation-process-by-emphasizing-intersectionality-of-neurodiversity-multiculturalism/580433.png","ImageObject",300,407,{"name":92,"@type":93},"Levi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the practice address in teacher preparation programs?","Question",{"text":112,"@type":113},"It addresses the lack of humanizing strategies and insufficient, structured preparation for educators to support neurodivergent and diverse learners in inclusive settings, including weak collaboration between general and special education programs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why did districts move toward full inclusion, and what challenges remained?",{"text":117,"@type":113},"Policies pushed schools toward educating students in the least restrictive environment and aligning special education expectations with general education. However, many districts lacked resources and training to help educators collaborate effectively as co-teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the teacher preparation program transformed over time?",{"text":121,"@type":113},"Over about five years, the faculty shifted from siloed departments to an integrated dual program, redesigned preparation with an inclusive lens, and created a dual-credential pathway with district partnership input to better support co-teaching placements.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},580433,1792611767,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39},7971461740909,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Promising Practices  \nProgram Transition  \nHumanizing the Teacher Preparation Process by Emphasizing Intersectionality of Neurodiversity & Multiculturalism  \nShana Matamala & Amber Bechard  \nA Problem of Practice  \nFor many years, educational systems did not prioritize humanizing strategies for neurodivergent students. This has been a challenge, especially in teaching racially, ethnically, and linguistically diverse students who concurrently areneurodivergent. Recognizing and supporting the intersectionality of multiple layers of identity, both the complementsand complications, is a missing piece in many teacher preparation programs (Strand, 2017) .  \nFor many years, students with individualized education programs (IEPs) or 504 plans were placed in separate classrooms from the general education setting. English learners were placed in separate support classes targeting their linguistic needs. As a result ofthe Individuals With Disabilities Education Act (2004) requirement that all children be educated in the least restrictive environment, combined with the No Child Left Behind policy mandating that special education students meet the same educational standards as general education students (Arndt & Liles, 2010), schools have been moving to a full-inclusion model, with increased co-teaching between general and special educators.  \nConcurrent to this trend, the Califor  \nShana Matamala is an assistant professor and director of teacher education and Amber Bechard is an associate professor and chair of inclusive education,  \nboth with the LaFetra College of Education at the University of La Verne, La Verne, California.  \n© 2023 by Caddo Gap Press  \nnia Commission for Teacher Credentialing has developed new universal teacher performance expectations (TPEs), state-established standards for teacher preparation programs, for general and special educators that explicitly encourage preservice teachers to be equipped with the skills to support students with IEPs across a range of settings.  \nWith limited resources, many school districts have been shifting to an inclusion model with little or no training for educators on how to work together asco-teachers and support students in this inclusive setting. Teacher preparation programs have historically rarely included clinical experiences with explicit attention to the inclusion of students with disabilities and co-teaching experiences, as programs tend to be organized with general and special education programs working separately.  \nWe were keenly aware of these macro issues in inclusive education, as we saw them reflected in the microcosm of our own university. Five years ago, we were both new professors in a small, private university in Southern California. While hired in different departments (Amber in special education and Shanain general education), we bonded over learning to navigate the new educational world we were in.  \nAs we both came from teaching in inclusive settings in the TK–12 system, we were surprised to learn that not only were the special education and general education departments separate but there was little to no collaboration or communication between the faculty of the departments.  \nAmber secured a small grant to assist our programs in transitioning to the new universal TPEs. This grant served as the spark to facilitate change in our previously siloed departments as a group of faculty formed with a broad range of expertise, including English language learner (ELL) specialists, to work on gradually transforming our program.  \nWith input from district partnerships, the faculty group shifted our program to prepare candidates for racially, ethnically, and neurodiverse inclusive environments, equipped to meet the needs of a range of learners in a variety of settings. Our separate general and special education preparation programs were redesigned with an inclusive lens, and a dual-credential pathway (general education and special education) was created.  \nIn so doing, the ","cbCailwwnTQISBCV","https://ap.wps.com/l/cbCailwwnTQISBCV","pdf",126267,"English","# A Problem of Practice\n# Transformation Process\n## Key Elements of the Practice","[{\"question\":\"What problem does the practice address in teacher preparation programs?\",\"answer\":\"It addresses the lack of humanizing strategies and insufficient, structured preparation for educators to support neurodivergent and diverse learners in inclusive settings, including weak collaboration between general and special education programs.\"},{\"question\":\"Why did districts move toward full inclusion, and what challenges remained?\",\"answer\":\"Policies pushed schools toward educating students in the least restrictive environment and aligning special education expectations with general education. However, many districts lacked resources and training to help educators collaborate effectively as co-teachers.\"},{\"question\":\"How was the teacher preparation program transformed over time?\",\"answer\":\"Over about five years, the faculty shifted from siloed departments to an integrated dual program, redesigned preparation with an inclusive lens, and created a dual-credential pathway with district partnership input to better support co-teaching placements.\"}]","Promising Practices - Program Transition - Humanizing the Teacher Preparation Process by Emphasizing Intersectionality of Neurodiversity & Multiculturalism | PDF",1792037609]