King Laura H, Aguinaga Nancy, O'Brien Christopher, Young Willette, Zgonc Kimberly
Department of Curriculum and Instruction, Special Education Program Area, East Carolina University, Greenville, NC, USA.
Am Ann Deaf. 2010 Summer;155(3):386-91. doi: 10.1353/aad.2010.0019.
Leadership in education, particularly special education, implies both knowledge and application of professional behaviors, decisions, and ethics within the field. University students look for best practices in education to be modeled by faculty; this, in turn, underscores a fundamental belief in inclusionary principles. Such modeling is important on every level in teacher education programs, particularly special education programs. The higher a student's level (i.e., undergraduate vs. doctoral), the more notice that student will take of disparities between rhetoric and actions. While reflective practices are explicitly taught in teacher preparation programs to enable professionals to reflect on their own personal and professional practices, teacher education faculty need to employ the same strategy to ensure that they are indeed modeling the practices they teach. This position paper documents the impressions of a doctoral cohort in special education in terms of inclusionary practices demonstrated in a real-life context.
教育领域的领导力，尤其是特殊教育领域的领导力，意味着在该领域内对专业行为、决策和道德规范的知识掌握与应用。大学生期望教师能树立教育领域的最佳实践典范；这反过来又凸显了对包容性原则的基本信念。这种示范在教师教育项目的各个层面都很重要，尤其是特殊教育项目。学生的层次越高（即本科与博士），就越会注意到言辞与行动之间的差异。虽然在教师培养项目中会明确教授反思性实践，以使专业人员能够反思自己的个人和专业实践，但教师教育工作者也需要采用同样的策略，以确保他们确实在践行自己所教授的实践。本立场文件记录了一个特殊教育博士群体对现实生活中所展现的包容性实践的看法。
