Despite the widespread growth of professional development schools (PDS), few reports have examined the professional development school context — and the role of special educators within these contexts — as catalysts for the professional growth of inservice and preservice teachers with respect to meeting the needs of students with disabilities. The present study sought to expand the knowledge base in this area by examining the perceptions of special educators in professional development schools regarding their contributions to the preparation of preservice general educators, as well as their perceptions of how the PDS relationship has enhanced their own professional growth.
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