A Triarchic Model for Teaching “Introduction to Special Education”: Case Studies, Content Acquisition Podcasts, and Effective Feedback

Keywords

Special Education, Triarchic Model, content acquisition podcast

Abstract

Those who teach introductory level courses in special education to preservice teacher candidates often face a paradox in terms of whether to use limited instructional time to either focus on characteristics of students with disabilities or emphasize evidence-based practices (EBPs). The issue of limited instructional time is also an issue in other teacher preparation coursework. The purpose of this paper is to introduce the content acquisition podcast (CAP) method to deliver course content (i.e., characteristics of students with disabilities) in order to maximize limited face-to-face instructional time for hands-on learning experiences (e.g., case studies). Using a design experiment methodology, researchers capitalized on existing theories for multimedia production, case studies in teacher preparation, and feedback procedures in order to promote teacher candidates’ readiness for implementing EBPs for teaching students with disabilities in the general education classroom.

Original Publication Citation

Kennedy, M., Newton, J., Haines, S., Walther-Thomas, C. & Kellems, R. (2012). A Triarchic Model for Teaching “Introduction to Special Education”: Case Studies, Content Acquisition Podcasts, and Effective Feedback. Journal of Technology and Teacher Education, 20(3), 251-275. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved May 8, 2025 from https://www.learntechlib.org/primary/p/38652/.

Document Type

Peer-Reviewed Article

Publication Date

2012

Publisher

Society for Information Technology & Teacher Education

Language

English

College

David O. McKay School of Education

Department

Counseling Psychology and Special Education

University Standing at Time of Publication

Associate Professor

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