Search results for: Special education
Page 4/11 110 items
The Context of the Demand for Special Education Faculty: A Study of Special Education Teacher Preparation Programs
This article describes the results of a survey completed in fall of 2009 by special education and teacher education coordinators. The survey requested information about past, present, and future concentrations or programmatic offerings. It also asked questions about projected need for new faculty resulting from attrition, program expansion, and expanded faculty roles. In addition, the survey gathered information about current staffing patterns at these college and university preparation programs. Results indicate that the roles of special education faculty and the programs they offer will expand greatly in the upcoming 5 years.
Updated: Mar. 19, 2014
The present study sought to add to the knowledge base of the extent and severity of the chronic special education (SE) faculty shortage. The most important finding from this study indicates that although demand markers have improved in the last 10 years, retirements across all SE programs are predicted to increase by 21% per year between 2011 and 2017.
Updated: Mar. 19, 2014
There is difficulty finding induction-level mentors that possess similar or the same teaching credentials or teaching assignments as mentees in the same schools or geographical regions, due to the various skill-levels of beginning special education teachers in schools and the small number of current special educators in each school who could serve as mentors. This article presents the findings from research using a mixed methods design investigating novice special education teacher knowledge of professional competencies and the participant’s perceptions of effectiveness of induction-level mentoring through the pilot use of an electronic mentoring program.
Updated: Mar. 18, 2014
This essay aims to provide an overview of the challenges of accounting for students with disabilities (SWDs) and English learners (ELs) in the evaluation of mainstream teachers. The authors focus on the two prominent indicators of teaching quality—classroom observations and value-added scores. The authors conclude with recommendations for states and districts to ensure that teacher evaluation systems adequately and fairly account for these students.
Updated: Sep. 17, 2013
The purpose of this study was to evaluate the effectiveness of a model for integrating assistive technology (AT) throughout a preservice undergraduate special education teacher preparation program at a large public university. Results indicated that special education teacher candidates were satisfied with their AT instruction and felt prepared for using ATs with students.
Updated: Aug. 07, 2013
The main purpose of this study was to examine the effectiveness of simSchool in improving participants’ scores in teacher preparation and attitudes toward inclusion. Findings revealed that students who participated in the teaching simulation scored higher on the teacher preparation survey and valued simulations and computer games more.
Updated: Jul. 15, 2013
A Triarchic Model for Teaching “Introduction to Special Education”: Case Studies, Content Acquisition Podcasts, and Effective Feedback
The purpose of this article is to introduce the content acquisition podcast (CAP) method to deliver course content (i.e., characteristics of students with disabilities) in order to maximize limited face-to-face instructional time for hands-on learning experiences.
Updated: Feb. 27, 2013
The author's preservice program prepares both single and dual certification master's students to teach in inclusive classrooms. The current paper provides an overview of the context in which, and for which, the program was designed, and a description of the program, including explanations of key pedagogical and assessment practices that the author leans on to meet her goals.
Updated: Sep. 27, 2012
Using a Classification System to Probe the Meaning of Dual Licensure in General and Special Education
The alignment of the teacher quality provisions of the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA) and the transparency of low achievement of students who have disabilities under the testing mandates of NCLB have converged to create substantial renewed interest and activity in collaborative programs of teacher education. The goal of this article is to provide a conceptual framework to simultaneously make sense of and problematize the landscape of collaborative teacher education, based on a classification system of program models.
Updated: Sep. 27, 2012
A Historical Perspective on the Role of Collaboration in Teacher Education Reform: Making Good on the Promise of Teaching All Students
The current paper provides an analysis of how collaborative teacher education has developed in terms of practice, discourse, and the relationship between general and special education across three historical stages. This article investigates how collaborative teacher education between general and special education has been positioned over time in relationship to larger national reform efforts in teacher education.
Updated: Aug. 30, 2012