Collaborating Across Early Childhood and Special Education to Advance Inclusive Literacy Practices in Teacher Preparation

This presentation explores how integrating the Science of Reading, Science of Writing, and Science of Learning and Development can strengthen early childhood and special education teacher preparation. Participants will gain strategies for cross-disciplinary collaboration, inclusive literacy instruction, and aligning coursework and clinical practice to support diverse learners in inclusive classrooms. Participants will be able to: 1. Share ideas for co-designing and aligning coursework and clinical experiences that integrate the Science of Reading, Science of Writing, and the Science of Learning and Development to prepare EC and ESE teacher candidates for inclusive, developmentally appropriate literacy instruction across diverse classroom contexts. 2. Elicit ways to model and support interdisciplinary faculty collaboration through activities such as developing shared syllabi, co-taught modules, and coordinated supervision structures that promote continuity in literacy preparation across EC and ESE programs—and engage in discussion about current barriers to collaboration and strategies for overcoming them. 3. Explain ways to implement and coach the use of high-leverage practices (HLPs)—such as explicit instruction, formative assessment, and culturally responsive teaching—during coursework and clinical supervision to strengthen teacher candidates’ ability to support students with disabilities and dual language learners, while reflecting on challenges and solutions shared by peers.