Insights on Learning Disabilities is published by Learning Disabilities Worldwide (LDW). For further information about learning disabilities, LDW’s many other publications and membership, please visit our website: www.ldworldwide.org. 5 Insights on Learning Disabilities 7(2), 5-18, 2010 Copyright @ by LDW 2010 “What Do You See?” Using Video Analysis of Classroom Practice in a Preparation Program for Teachers of Students With Learning Disabilities Laura H. Baecher David J. Connor Hunter College, City University of New York is article described an innovative approach of integrating video analysis into personnel preparation to bridge the gap between theory and prac- tice in a teacher certication program for teacher candidates specializing in learning disabilities (LD). First, the authors summarized the varied, yet interrelated, purposes of utilizing video in teacher education. Second, they described the use of video in the learning disabilities program within Hunter College’s School of Education, detailing specic assignments that promote a deeper understanding of teaching and learning. ird, they of- fered suggestions for teacher educators who would like to integrate video analysis into their existing programs. Finally, they evaluated the benets and limitations for using video analysis in the professional development of in-service teachers of students with learning disabilities. H istorically, teacher preparation programs have been criticized for emphasiz- ing theory over practice and for graduating teachers who feel unprepared for the context of school and the actualities of teaching (Korthagen, 2007). This article describes an initiative designed to counter this phenomenon—the use of video analysis of classroom practice in a preparation program for candidates specializing in teaching students with learning disabilities (LD). The field of learning disabilities attracts individuals drawn to teaching students who have demonstrated considerable struggles in one or more areas of language, mathematics, processing information, and reasoning (National Joint Committee on Learning Disabilities, 1990), as well as paying attention, being organized, and fitting in socially (Levine, 2002). Yet many individuals with LD have countered their portrayal within the professional literature that casts them as deficient, calling for an examination of the contextual variables in learning, such as the lack of pedagogical flexibility and the inequitable distribution of resources (Connor, 2008; Mooney, 2008). The use of video is a powerful ally in deepening teacher candidates’ understanding both of these learners and of the pedagogy responsive to students with LD.