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VIDBE - Q Volume 6 4 Issue 1
bringing together various aspects of the curriculum into meaningful
association to focus upon broad areas of study. It views learning and
teaching in a holistic way and reflects the real world, which is interactive"
(p. 5). It is a curriculum derived from several related disciplines using
collaboration and planning (Stayton & Miller, 1993).
Historically, spe cial education licenses have been issued as stand -
alone degrees, or as additional licensure earned after completion of a
program designed specifically for special education (Blanton, Boveda,
Munoz, & Pugach, 2017; Geiger, Crutchfield, & Mainzer, 2003; Geig er et
al., 2014). In today's schools, where students with disabilities are being
included more and more in general education settings, questions are being
raised about whether initial, stand - alone licensure provides enough training
for special education te achers in inclusive settings (Blanton et al., 2017).
These types of changes have led to the emergence of dual licensure
programs – also referred to as unified , merged , blended , combined , and
integrated programs – where pre - service teachers are trained for both
special and general education settings (Blanton & Pugach, 2011; Blanton
et al., 1997; Blanton & Pugach, 2007; Bondy & Ross, 2005; Jenkins,
Pateman, & Black, 2002; P.S. Miller & Stayton, 1998; Sands , Duffield, &
