Search results for: Special education
Page 6/12 112 items
Service-Learning Experiences of College Freshmen, Community Partners, and Consumers With Disabilities
In this study the authors have described the experiences of students, community partners, and consumers with disabilities with the implementation of service-learning projects. The authors investigated the extent to which students and community partners were satisfied with their service-learning experience and the aspects of the project that contributed to and detracted from their personal satisfaction.
Updated: Sep. 04, 2011
Professional Learning for Teachers Without Special Education Qualifications Working With Students With Severe Disabilities
The aim of the project was to explore the impact of a small-scale, personalized professional learning project on the opportunities that teachers provided for students to communicate and on their responsiveness to potentially communicative behavior. The project activity was based on the principles described by Gersten and colleagues. It was found that there was an increase in the opportunities teachers offered, with larger effects in two of the classes.
Updated: Aug. 29, 2011
Recent legislative mandates, such as Individuals With Disabilities Education Improvement Act and No Child Left Behind, calling for improved access to the general education curriculum for students with disabilities. However, preservice teachers have not been adequately prepared for collaborative teaching in inclusive classrooms. To address this disconnect, the authors describe a cross-departmental collaboration created to bridge the experiences of general and special education preservice teachers and provide a context for coteaching at the preservice level.
Updated: Jun. 18, 2011
The purpose of this research was to explore attitudes about and practices of preservice special and social studies education teachers toward coteaching. Two findings emerged in this study. First, the students were open minded about coteaching but had concerns about the process. Second, the students conceptualized their fields as separate spheres of knowledge and practice, quite isolated from each other, and they perceived their roles as coteachers as different as well.
Updated: Jun. 13, 2011
The current study explored the perceptions of classroom response systems, or “clickers,” by teacher-candidates of diverse ages and both genders. 63 teacher education students participated in the study. The results suggested that teacher candidates of all ages and both genders responded overwhelmingly positive to clickers in the university classroom. For males and female teacher education students of all ages, clickers improve interaction with peers and the instructor.
Updated: May. 30, 2011
In this article, the authors explore two examples of case method instruction that extend beyond university classrooms to field sites: case report and case study. Both examples were used in special education teacher preparation graduate courses. The authors conclude that they found the case-based methods described here to be invaluable in bridging the gap from the university classroom to the school-based classroom.
Updated: Jan. 23, 2011
The purpose of this study was to investigate how alternative certification programs may affect special education teacher retention. The authors compared the University of Memphis's alternative Special Education Institute program to the university's traditional certification program. It was found that a larger percentage of the alternatively prepared teachers were employed at local school districts than the traditional program graduates . Furthermore, a larger percentage of African American students were employed by area school districts than were their White counterparts. The findings of this study support the use of alternative certification programs.
Updated: Jan. 04, 2011
Perceptions of Special Education Professors and Culturally Linguistically Diverse Doctoral Students on Cohorts
The authors investigate the perceptions related to cohort education models (CEMs) of special education professors and doctoral students. The doctoral program was located in a Carnegie-designated research extensive university in a multicultural, urban area in the southeastern United States. Three themes emerged: (a) Organizational efficiency of CEMs and benefits to student learning outweigh concerns, (b) structure of CEMs impacts students who are not in the CEM, and (c) CEM structure impacts professors.
Updated: Oct. 29, 2010
The purpose of this investigation was to investigate whether specific questions posed in the Portfolio section of the National Board Certification process for special education teachers were difficult for a sample of candidates to understand and whether this difficulty resulted in receiving satisfactory evaluations. The sample included teachers from Wyoming and North Carolina. The data suggested that the wording of three of the questions in the first entry of the portfolio was unclear to the candidates and was responsible in part for their unsatisfactory performance.
Updated: Oct. 29, 2010
Book Talks in Special Education Methods Courses: Using Literature to Influence, Inspire, and Prepare Teacher Candidates
The article describes an investigation on the use of literature as part of the teacher preparation process which probed the impact of book talks on teacher candidates' attitudes toward people with disabilities. The study took place in a private college in western New York. Forty undergraduate teacher candidates in 4-year special education certification program participated in the study. Qualitative analysis revealed that the assignment influenced an increase in positive attitudes toward individuals with disabilities reflecting insight, empathy, and respect.
Updated: Oct. 26, 2010