Abstract
Researchers in fields outside of special education have found that concept maps reveal changes in student cognitions as a result of course enrollments and clinical experiences. Hence, we used concept maps to trace conceptual change in preservice teachers enrolled in an introductory multicultural/special education course at Michigan State University (MSU). We analyzed pre- and post-concept maps, explanatory paragraphs, and comparative essays of 30 randomly selected undergraduate students enrolled in the course. Results revealed significant quantitative and qualitative differences between pre- and post-measures. We present these results in detail and outline implications for research and teaching in the area of multicultural teacher education in special education.