Search results for: Special education
Page 2/11 110 items
The recent re-authorization of the Elementary and Secondary Education Act (ESEA) creates a new policy context with the potential to bring about additional changes in PK-12 settings and teacher preparation. In recognition of the need to more clearly articulate and align the demands of PK-12 schooling with the teacher education enterprise, this paper concludes with a set of policy recommendations intended to promote clarification of special educators’ roles and inform the future of university-based teacher preparation programs (TPPs) engaged in fostering their development at the preservice and in-service levels.
Updated: Jan. 31, 2017
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 is a preliminary exploration of current Common Core State Standards (CCSS) preparation in Institutions of Higher Education (IHEs). Focus groups were conducted with pre-service teachers and professors in general and special education programs at five colleges across two southeastern states. Findings address the perceptions of both groups related to knowledge, ability, contributions, and barriers to application of CCSS.
Updated: Jan. 19, 2017
Using Concept Maps to Elicit and Study Student Teachers’ Perceptions about Inclusive Education: A Tanzanian Experience
In this study, concept map exercises were used to trigger student teachers’ thinking about the inclusion of students with disabilities in the regular learning settings. The results show that the construction of concept maps by small groups of student teachers has the potential to engage students in lively discussions, and to contribute to creative and reflective thinking. An analysis of the content of the 134 maps that were constructed identified ten main themes about inclusive education. Three of the themes dealt with pupils’ well-being, particpation in school activities and learning. Two dealt with a teacher’s situation. Five dealt with school resources and policy issues.
Updated: Dec. 13, 2016
The notion of the continuum is applied to special education in diverse contexts across many nations. This article explores its conceptual underpinnings, drawing on a systematic search of the literature to review recurring ideas associated with the notion and to explicate both its uses and shortcomings.
Updated: Dec. 06, 2016
Response to Intervention Preparation for Preservice Teachers: What Is the Status for Midwest Institutions of Higher Education
This study presents an exploratory investigation of current preparation of preservice teachers related to response to intervention (RTI) in institutions of higher education (IHEs) in the Office of Special Education Program (OSEP) Regional Resource and Federal Centers (RRFCs) North Central Region and Pennsylvania. The authors found special education faculty indicating high agreement on many items related to preservice preparation to implement RTI.
Updated: Aug. 02, 2015
In this article, the authors will introduce the notion of selection pressures and its impact on an evolutionary process, illustrating how special education teacher education has changed or evolved. They discuss these changes in the context of the 21st century and contextualize this explanation by representing special education teacher education as an avatar, thereby borrowing from the virtual world. They borrow concepts from natural science and the virtual world to help promote a new understanding of the nature of special education teacher education.
Updated: Jul. 30, 2015
Inclusion Seen by Student Teachers in Special Education: Differences among Finnish, Norwegian and Swedish Students
This paper describes various views of special teacher students towards inclusion. The specific aims were to see how these views can be seen as supportive or challenging for inclusion in schools. The results show that students in similar Nordic countries have different views about inclusion. Norwegian students mostly supported inclusion while the special teachers in Finland and in Sweden have more reservations. To sum up, Scandinavian countries are similar yet different. Teacher education needs to be a place to explore inclusion critically as well as a place to prepare for it.
Updated: Jul. 07, 2015
In this article, the authors suggest that New Literacy Studies can serve as a generative frame to stimulate the dispositions necessary for a strong commitment to the use of assistive technology and to increase accessibility in the classroom.
Updated: Mar. 15, 2015
The Consequences of Cumulative Discrimination: How Special Schooling Influences Employment and Wages of Roma in the Czech Republic
This paper looks at the role of special schooling in driving labour market inequalities between Roma and non-Roma in the Czech Republic. The authors find that the discriminatory streaming of Roma into special remedial schools for the mentally disabled influences both labour market outcomes and the level of educational attainment; the latter effect being particularly strong. Special school attendance explains a small part of Roma labour market discrimination as typically measured. However, its main impact is through lowering Roma educational attainment suggesting an additional discriminatory element in Roma and non-Roma labour market outcomes. Thus, the authors propose that labour market inequality should be understood as a complex outcome of cumulative discrimination.
Updated: Feb. 16, 2015