Paul T. Sindelar is Professor of Special Education, School Psychology, and Early Childhood Studies at the University of Florida, USA. Erica D. McCray is Associate Professor of Special Education, School Psychology, and Early Childhood Studies at the University of Florida, USA.Mary T. Brownell is Professor of Special Education, School Psychology, and Early Childhood Studies at the University of Florida, USA. Benjamin Lignugaris/Kraft is Professor and Department Head of Special Education and Rehabilitation at Utah State University, USA.

• Chapter 1 The Policy and Economic Contexts of Teacher Education Chapter 2 Federal Support for Personnel Development in Special Education: Where We’ve Been, Where We Are, and a Look to the FutureChapter 3 Patterns of Licensure for Special Education Teachers Chapter 4 Preparing Teachers to Work with Students with Disabilities: An International Perspective Chapter 5 Teacher Demand, Supply, and Shortage in Special Education: A National Perspective Chapter 6 Recruiting and Retaining Teachers and Administrators in Special Education Chapter 7 Equity Challenges in the Accountability Age: Demographic Representation and Distribution in the Teacher Workforce Chapter 8 Examining Indicators of Teacher Education Program Quality: Intersections between General and Special Education Chapter 9 Working Together: Research on the Preparation of General Education and Special Education Teachers for Inclusion and Collaboration Chapter 10 Field Experiences and Instructional Pedagogies in Teacher Education: What We Know, Don’t Know, and Must Learn Soon Chapter 11 Technology and Teacher Education Chapter 12 Preparing Teachers to Work with Diverse Populations Chapter 13 Alternative Routes to Special Education Teacher Preparation: Context, Outcomes, and Implications Chapter 14 Teacher Preparation: Principles of Effective Pedagogy Chapter 15 Preparing Special Educators to Teach Literacy Chapter 16 Teacher Preparation: Mathematics Chapter 17 Special Education Teacher Preparation in Classroom Organization and Behavior Management Chapter 18 Research on the Preparation of Teachers of Students with Severe Disabilities Chapter 19 Teacher Preparation for Students who Demonstrate Challenging Behaviors Chapter 20 Preparation of Teachers for Children Who Are Deaf or Hard of Hearing Chapter 21 Personnel Preparation in Visual Impairment Chapter 22 Educator Preparation Within the Context of School-wide Positive Behavior and Academic Supports Chapter 23 Teacher Preparation: Early Intervention/Early Childhood Special Education Chapter 24 Preparing Secondary Special Educators and Transition Specialist Chapter 25 Dimensions of Teacher Quality in General and Special Education Chapter 26 Qualitative Research on Special Education Teacher Preparation Chapter 27 The “Wicked Question” of Teacher Education Effects and What to Do About It.

Paul T. Sindelar is Professor of Special Education, School Psychology, and Early Childhood Studies at the University of Florida, USA. Erica D. McCray is Associate Professor of Special Education, School Psychology, and Early Childhood Studies at the University of Florida, USA.Mary T. Brownell is Professor of Special Education, School Psychology, and Early Childhood Studies at the University of Florida, USA. Benjamin Lignugaris/Kraft is Professor and Department Head of Special Education and Rehabilitation at Utah State University, USA.

• Chapter 1 The Policy and Economic Contexts of Teacher Education Chapter 2 Federal Support for Personnel Development in Special Education: Where We’ve Been, Where We Are, and a Look to the FutureChapter 3 Patterns of Licensure for Special Education Teachers Chapter 4 Preparing Teachers to Work with Students with Disabilities: An International Perspective Chapter 5 Teacher Demand, Supply, and Shortage in Special Education: A National Perspective Chapter 6 Recruiting and Retaining Teachers and Administrators in Special Education Chapter 7 Equity Challenges in the Accountability Age: Demographic Representation and Distribution in the Teacher Workforce Chapter 8 Examining Indicators of Teacher Education Program Quality: Intersections between General and Special Education Chapter 9 Working Together: Research on the Preparation of General Education and Special Education Teachers for Inclusion and Collaboration Chapter 10 Field Experiences and Instructional Pedagogies in Teacher Education: What We Know, Don’t Know, and Must Learn Soon Chapter 11 Technology and Teacher Education Chapter 12 Preparing Teachers to Work with Diverse Populations Chapter 13 Alternative Routes to Special Education Teacher Preparation: Context, Outcomes, and Implications Chapter 14 Teacher Preparation: Principles of Effective Pedagogy Chapter 15 Preparing Special Educators to Teach Literacy Chapter 16 Teacher Preparation: Mathematics Chapter 17 Special Education Teacher Preparation in Classroom Organization and Behavior Management Chapter 18 Research on the Preparation of Teachers of Students with Severe Disabilities Chapter 19 Teacher Preparation for Students who Demonstrate Challenging Behaviors Chapter 20 Preparation of Teachers for Children Who Are Deaf or Hard of Hearing Chapter 21 Personnel Preparation in Visual Impairment Chapter 22 Educator Preparation Within the Context of School-wide Positive Behavior and Academic Supports Chapter 23 Teacher Preparation: Early Intervention/Early Childhood Special Education Chapter 24 Preparing Secondary Special Educators and Transition Specialist Chapter 25 Dimensions of Teacher Quality in General and Special Education Chapter 26 Qualitative Research on Special Education Teacher Preparation Chapter 27 The “Wicked Question” of Teacher Education Effects and What to Do About It.