This paper explores the strategies that disabled educators use to sustain their own disability identities and support disabled and nondisabled youth. Findings from semi-structured interviews suggest that despite ongoing ableism disabled educators leverage their understanding of the social, cultural, and medical aspects of disability in non-stigmatizing teaching practices.
This study examines how 27 teacher candidates navigate and reflect on a clinical simulation that surfaces misconceptions whether children with disabilities can and should be bilingual. Preliminary findings of the simulations and written reflections suggest candidates generally challenged deficit language ideologies and encouraged families to continue using home languages.
Join Pearson for a discussion on innovative approaches that support educator preparation programs and teacher candidate outcomes. Explore the latest NYSTCE updates, including NYSTCE Flex, Results Analyzer®, Right Start, and other candidate support resources designed to enhance preparation, access, and success.
Learn how data-informed decision making, flexible pathways, and evolving preparation models can help programs strengthen candidate readiness and continuous improvement efforts. Attendees will leave with practical strategies, actionable resources, and new ideas to support diverse candidates in today's changing educational landscape.
Teacher preparation programs are increasingly challenged to create meaningful clinical experiences that strengthen candidates’ understanding of evidence based literacy instruction while responding to evolving expectations surrounding the Science of Reading. This presentation highlights a course embedded tutoring initiative implemented within EDR 360: Foundations of Literacy at SUNY Plattsburgh, in which undergraduate teacher candidates provide structured early literacy intervention to K–2 students through the Reading Ready tutoring model.This project examines how participation in structured literacy tutoring experiences influences teacher candidates’ literacy content knowledge, instructional decision making, and self efficacy related to teaching early reading. Coursework artifacts and field based reflections are used to explore candidates’ developing understanding of evidence based literacy practices across the five pillars of reading, as well as their perceptions of student growth and professional learning.Presenters will discuss the design and implementation of this university/school partnership, including opportunities, challenges, and practical considerations for embedding structured tutoring experiences within teacher preparation coursework. Findings and lessons learned may offer a promising model for educator preparation programs seeking innovative, practice based approaches to literacy instruction and clinical learning.
Emily Hoeh is an Assistant Professor in the Department of Education at the State University of New York, Plattsburgh. She earned her doctorate (PhD) in Special Education from the University at Buffalo, as an Office of Special Education Programs research fellow. Her professional experience... Read More →
Thursday October 22, 2026 10:45am - 11:35am EDT Geyser Room
We have been aligning our programs with the science of reading (SoR) as part of the New York State Path Forward. After implementing a microcredential and a tutoring program, we conducted research to examine how these initiatives impacted candidates’ experiences and perceptions of their preparedness to effectively conduct instruction associated with SoR.
Katie McCabe is an Assistant Professor in the Exceptional Education Department at Buffalo State University, with a Ph.D. in Special Education and a minor in Qualitative Research Methods from the University of Wisconsin-Madison. A former special education teacher in rural Upstate New... Read More →
Thursday October 22, 2026 11:45am - 12:35pm EDT Geyser Room
