Abstract
Instead of occupying a marginal space within teacher preparation programs, special education courses and training should promote diversity in servicing marginalized groups such as lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students. Within these programs, issues related to LGBTQ students should occupy a meaningful and formative space in the training of future teachers in special education. Often, special education teachers are at a loss about how to educate LGBTQ students with disabilities. Rethinking the role of special education and LGBTQ students with special needs within teacher education programs enables pre-service teachers to cultivate new values and attitudes that can enrich the student/teacher relationship within public schools. As such, this article proposes to explore best practices for servicing LGTBQ students in special education by promoting better ways to train future teachers.
Recommended Citation
Pohl, Bernardo E. jr; Fugate, Matthew; and Kelly, John
(2017)
"A Moral Debate at the Invisible Rainbow: Thoughts about Best Practices in Servicing LGBTQ Students in Special Education,"
Journal of Family Strengths: Vol. 17:
Iss.
2, Article 15.
DOI: https://doi.org/10.58464/2168-670X.1364
Available at:
https://digitalcommons.library.tmc.edu/jfs/vol17/iss2/15
