From Candidate to Colleague

Preparing Special Educators with Disabilities

Abstract

Teacher preparation programs shape not only instructional competence but also professional identity and persistence among future special educators. Candidates with disabilities continue to encounter systemic barriers across coursework, field placements, certification, and entry into the profession. This article examines how teacher preparation programs can support special education candidates with disabilities as they transition from candidate to colleague. We identify program-level factors associated with candidate readiness, belonging, and persistence. Implications are provided for program administrators and instructors focused on aligning preparation structures with candidate outcomes through disability-informed design (Duquette, 2000; Neca et al., 2022; Sokal et al., 2017; Tal-Alon & Shapira-Lishchinsky, 2019).