Exploring pre-service special education teachers’ self- perceptions in addressing students’ academic, social, and emotional needs

This chapter explores the perceptions of pre- service teachers in special education and their essential contribution to shaping the trajectory of inclusive education in the years to come. With a profound connection to the work of Paul Cooper, a luminary in the field of student engagement and inclusion, our study investigates the essence of what it means to prepare the educators of tomorrow for students with special educational needs. Paul Cooper’s extensive body of work, grounded over decades of research, has been focused on the multifaceted needs of students with diverse educational needs. In this chapter, we connected the research and experiences offered by Professor Cooper’s work with the knowledge and practical implications of teacher pre- service education raised by our findings, fostering a holistic understanding of the intricate interplay that unites teachers’ identity, inclusion, and student support