Reconceptualizing teacher preparation for inclusive classrooms: A description of the Dual License Program at the University of New Mexico

This paper describes the Dual License Teacher Preparation Program at the Un iversity of New Mexico and the national and state context within which it w as developed and continues to evolve. Graduates of the Dual License Program are eligible for licensure in general education (K-8) and special educatio n (K-12). Our belief ill democratic ideals in education, together with the vision of preparing all teachers to be ready to teach all students, has req uired us to reconceptualize the ways in which we implement university based coursework and field experiences. This paper gives specific examples of th e ways in which faculty in the Dual License Program model collaboration bet ween general and special education to pre pare apprentice teachers to colla borate in the schools in order to provide inclusive educational practices f or all students. This paper specifically highlights the inclusion of best p ractices for students with severe disabilities as an integral part of curri culum development right from the start. Also, challenges arising from the i mplementation of this innovative program are discussed.