Search results for: Special education
Page 5/12 112 items
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
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
Confidence or Confusion: How Well Are Today’s Newly Qualified Teachers in England Prepared to Meet the Additional Needs of Children in Schools?
The current paper investigates the perceived confidence levels of student teachers in their final year, prior to entering the profession in regard to meeting the needs of children with a range of complex needs. The research forms part of a three-year project supported by ESCalate.
Updated: Aug. 30, 2012
Teacher Training for Implementation of Teaching Strategies for Students With Autism Spectrum Disorders
In this study, the authors explored training received by teachers of students with autism spectrum disorders in one southern state. Ninety teachers reported training received via an online version of the Autism Treatment Survey. The most common type of training reported was attendance at a full- or half-day workshop; fewer than 15% reported receiving training from teacher preparation programs at colleges or universities.
Updated: Aug. 30, 2012
This literature review examines access to the general curriculum for students with autism by looking at the following: (a) a description of the landscape of curriculum modifications and instructional accommodations for students with autism; (b) a review of research conducted on the meaning and degree of access to the general curriculum for students with disabilities, since there were none specifically for students with autism; and (c) specific studies on the inclusion of students with autism.
Updated: Mar. 13, 2012
This study was conducted to identify factors that are predictive of integrating assistive technology into teaching practices among general and special education teachers of students with severe disabilities. It was found that out of seven independent variables, teacher preparedness was determined to be the primary significant predictor of student assistive technology use. Implications of the findings are discussed in light of the way in which teacher preparation can be enhanced to support teachers’ integration of assistive technology.
Updated: Feb. 13, 2012
This study examines the career motives of minority special-education teachers in the Bedouin Arab society of southern Israel. The results show that the teachers aspire to become agents of social change in three spheres.
Updated: Feb. 08, 2012
Citizenship and Self-Determination for Individuals With Cognitive Disabilities: The Interdependence of Social Studies and Special Education
This article examines the ways to implement citizenship education in educational settings for individuals with cognitive disabilities. For their successful integration into society as contributing citizens, individuals with cognitive disabilities need self-determination skills such as autonomy, making choices, and self-regulation to be infused throughout their curriculum, and they should begin learning such skills as early as possible.
Updated: Jan. 25, 2012
Institutional Separation in Schools of Education: Understanding the Functions of Space in General and Special Education Teacher Preparation
This spatial study is aimed to understand the function space play in a combined credential program in the US in helping or hindering the program’s inclusive mission. The study examines how physical and social manifestations of general and special education are (re)organized in the new program. It was found that the lack of successful inclusive education in schools is related to the lack of well-aligned inclusive preparation in universities. Furthermore, physical and social spaces are active components of maintaining the educational status quo.
Updated: Dec. 15, 2011
The current article delineates the many problems experienced by English language learners (ELLs) students within special education. The article also describes a set of preservice modules that were designed for special education teacher candidates to learn about and develop strategies for working with students of diverse language backgrounds. The authors conclude that only by infusing these principles into special education teacher training programs can we hope that future generations of ELLs will not repeat the experiences that past generations have had to endure.
Updated: Sep. 14, 2011