Search results for: Luckner John L.
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21st Century Change Drivers: Considerations for Constructing Transformative Models of Special Education Teacher Development
In this paper, the authors briefly address persistent and unresolved challenges. They identify contemporary change drivers, and discuss ways in which teacher education professionals could leverage the drivers to inform the development of 21st century models for special education teacher development aimed at improving outcomes for students with disabilities.
Updated: Jan. 30, 2017
This study investigated the current practices and training needs of early childhood professionals in conducting assessment with young children with and at-risk of disabilities. The findings reveal that the participants reported that they used a wide range of standardized tools and nonstandardized methods to assess children’s development in the developmental domains. Three of the top five tools most frequently used by professionals to assess children’s skills are curriculum-based assessment methods that are developmentally based and that take into consideration the child’s experiences and background. The authors recommend that preservice teacher preparation programs must include numerous targeted field assignments. Furthermore, preservice teachers must receive instruction in how to use a few of the most commonly used tools and assessment methods.
Updated: Jul. 27, 2015