The Blueprint Special Education Workgroup convened on March 20, 2024, from 4 to 6 p.m. EST, to discuss critical issues surrounding teacher preparation and support for students with disabilities in Maryland. The meeting focused on the necessity for all educators to adopt trauma-informed practices and the integration of restorative practices, particularly in light of pending legislation in the Maryland General Assembly.

The discussion highlighted the findings from a 2006 report by an ad hoc committee on teacher preparation, which outlined essential knowledge and skills that all teachers should possess to effectively serve children with disabilities. Key areas of focus included behavior intervention strategies, curriculum accessibility, and the use of assistive technology. Despite Maryland's high rates of placing students with disabilities in separate programs, the consensus was that most of these students spend significant time in general education settings, necessitating that all teachers be equipped with foundational skills to support diverse learners.

Barriers to creating dual certification programs for general and special education were also addressed. Participants noted the challenges posed by credit hour requirements and costs, which have historically kept these programs separate. The conversation underscored the importance of higher education institutions in reforming teacher preparation programs to better align with the evolving needs of students.

A building-level administrator emphasized the need for new teachers to enter the profession with practical skills, particularly in English Language (EL) strategies, which benefit all students. He shared insights from an innovative program in Washington County, where aspiring teachers gain a full year of classroom experience while being compensated, allowing them to develop their skills in a real-world setting before taking on their first teaching positions.

The meeting concluded with a call for stronger collaboration between local education agencies (LEAs) and universities to ensure that teacher preparation is responsive to current educational demands. Participants agreed that timely implementation of these strategies is crucial for improving outcomes for students with disabilities and ensuring that new teachers are adequately prepared to meet the challenges of the classroom.