The Urgent Need For SPED Training in Teacher Preparation
There’s no sound like the hum of an engaged, joyful classroom. I first heard it as a paraprofessional when I was introduced to the kindergarten teacher I’d be supporting—an incredible educator who met every student where they were, regardless of diagnoses. I worked alongside her for five years, including while completing my own teaching program, and I wish every teacher candidate had such a mentor.
However, my program, like many others, required only one special education (SPED) course—far from enough to prepare teachers for the diverse needs of their students. Now, six years into teaching and three as an adjunct instructor, I see this gap clearly. Most teachers won’t pursue additional SPED coursework unless they seek an endorsement, and I was never required to take any in my graduate programs.
My first year in the classroom, I had multiple students with Individualized Education Programs (IEPs), but one, Adam (pseudonym), challenged me in ways I hadn’t anticipated. He had level three autistic traits, meaning he required very substantial support, and his safety became my top priority. I was overwhelmed, balancing the demands of my new career while researching autism late into the night. Hoping to engage him, I created a sensory water bin filled with shiny objects he loved—only to drop it twice in the rain before even making it into my classroom. But when I finally presented it to him, Adam engaged for 30 minutes—longer than he had attended to anything before.
Though Adam was eventually transferred to a self-contained classroom, he left a lasting impact. Since then, I’ve taught at least one student with level three autistic traits every year, relying on collaboration, adaptability, and a positive mindset rather than formal SPED training. I’ve worked closely with resource teachers, speech-language pathologists, and occupational therapists, learning from them each day. Still, I long for a SPED endorsement—one that, financially, remains out of reach.
To support all students, I intentionally design my classroom environment using a framework common in Australian education: campfires, watering holes, and caves. Campfires are whole-group learning spaces where students feel safe and engaged. Watering holes encourage peer collaboration and informal learning, often through play centers. Caves provide quiet reflection areas, essential for students who become overwhelmed by sensory stimulation.
I use strategies from my endorsements in early childhood and English learning daily, yet I still dream of formal SPED training. Teacher preparation programs must prioritize SPED coursework because inclusion is not just a trend—it’s the future of education. Every student deserves to feel seen, valued, and supported, and every teacher deserves the training to make that happen. Lead with love, and the learning will come.
