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The author’s preservice program prepares both single and dual certification master’s students to teach in inclusive classrooms. This article provides an overview of the context in which, and for which, the program was designed, a description of the program, including what the author means by inclusive education and critical special education, explanations of key pedagogical and assessment practices that she leans on to meet her goals, and concludes with an account of how the program came to be developed.
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Celia Oyler (2011) studied this question.
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