Presented on October 16th at the CCTE Fall 2025 Conference
With the ultimate goal of preparing more teachers to serve neurodiverse students in inclusive settings, our study explores ways that a residency model can be leveraged to serve the national and statewide goals of increased inclusion of students with disabilities. Our findings identify levers for collaboration across teacher educators across credential areas and partnership between district liaisons and teacher preparation faculty. Our findings and discussion engages teacher educators in finding bridges for collaboration across departments or faculty disciplines, and considers how to advance practices for inclusive education in instances when a preservice teacher’s clinical fieldwork may not reflect inclusion.