Use of the Case Method of Instruction in Special Education Teacher Preparation Programs: A Preliminary Investigation

Abstract

A survey focusing on the use of the Case Method of Instruction (CMI) in special education teacher preparation programs was sent to 257 randomly selected members of the Teacher Education Division (TED) of the Council for Exceptional Children (CEC). Surveys from 141 individuals were returned, representing a 55.8% return rate. The survey was designed to obtain information regarding (a) subject characteristics, (b) characteristics of students and institutions, (c) teacher educators' perceptions of CMI, and (d) methods used to implement CMI in special education teacher preparation programs. More than 78% of respondents were using, or had used within two years, CMI and 90% felt positive about their ability to teach using cases. Greater than 17% were considering adopting CMI. Respondents reported using CMI most frequently in assessment and methods classes. Primary advantages of CMI cited by respondents were that this method allowed students to apply theory to practice and enabled students to develop problem-solving skills. Potential disadvantages included the amount of preparation and implementation time, difficulty finding appropriate cases, and the demands placed on the instructor (e.g., well-developed classroom management and group facilitation skills). Based upon results of this preliminary investigation, issues related to practical and research applications of CMI were discussed.