Empowering Our Future: Integrating Advocacy into Special Education Coursework

Authors

DOI:

https://doi.org/10.33043/dz6zdrc4

Keywords:

advocacy, university coursework, policy, special education, teacher preparation

Abstract

Becoming a special education teacher encompasses more than just learning how to teach. A large component of this position requires advocacy at the local, state, and national levels. Therefore, special education teachers need to be prepared to effectively advocate across all levels. This article examines the integration of advocacy into an undergraduate special education course and provides actionable recommendations. Implications for further integrating advocacy into special education teacher preparation programs are also discussed.

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Author Biographies

Emily A. Frake, Ph.D., Baylor University

Dr. Emily A. Frake (Ph.D., Baylor University) recently earned her Ph.D. in Special Education at a joint program with California State University, Los Angeles (CSULA) and University of California, Los Angeles (UCLA). She is currently working as a postdoctoral researcher at the Baylor Center for Developmental Disabilities at Baylor University. Prior to pursuing her doctoral degree, Dr. Frake taught for eight years as an inclusive special educator in Los Angeles. Her research interests include inclusive post-secondary education for students with intellectual disabilities, as well as matters relating to disability culture, rights, justice, and advocacy.

Danielle A. Waterfield, M.T.

Danielle A. Waterfield is a Special Education Ph.D. student in the Curriculum, Instruction, and Special Education program within the School of Education and Human Development at the University of Virginia. Prior to beginning doctoral studies, she was a special education teacher and administrator. Her research interests focus on the intersections of technology, policy, inclusive practices, and teacher development in special education. Waterfield is also an inaugural Teacher Education Division (TED) Policy Committee Fellow. 

Lisa Morin, M.Ed., University of Florida

Lisa Morin is currently a doctoral student at the University of Florida in the College of Education’s Special Education, School Psychology, and Early Childhood department. Before entering higher education, she was a special education teacher, and a special education specialist. Her research interests include systems change, inclusive practices, and collaboration to improve outcomes for students with extensive support and complex communication needs.

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Published

05/08/2025

How to Cite

Frake, E., Waterfield, D., & Morin, L. (2025). Empowering Our Future: Integrating Advocacy into Special Education Coursework. Journal of Special Education Preparation, 5(1), 26–35. https://doi.org/10.33043/dz6zdrc4

Issue

Vol. 5 No. 1 (2025): Special Issue on Policy and Advocacy

Section

Special Issue on Policy and Advocacy

License

Copyright (c) 2025 Emily A. Frake, Ph.D., Danielle A. Waterfield, M.T., Lisa Morin, M.Ed.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.