Search results for: Special education
Page 10/11 110 items
The paper reveals the findings of a participatory ethnography with post-secondary students enrolled in a large West Coast University in British Columbia. These students had previously been identified as 'learning disabled' and thus, the 'recipients' of special educational policy interventions. The study uncovers the performative work the students engage as they negotiate the contradictory ideologies of meritocracy and equal opportunity while living with the label and realities of various 'learning disabilities'. The students' discourses are read in relation to and against the dominant common-sense ideologies of special education. The study takes into account the students readings in light of their positionalities as racialized, classed, gendered, in addition to living with the label of learning disability.
Updated: Mar. 12, 2009
The Efficacy of Embedding Special Education Instruction in Teacher Preparation Programs in the United States
This study examined the effects of embedding special education instruction into preservice general education assessment courses. Participants were 208 teacher candidates in the United States enrolled in a required evaluation and measurement course. The results suggest the need to provide faculty in the content area adequate professional development opportunities to ensure that current special education best practices are embedded across the curriculum of teacher candidates.
Updated: Jan. 21, 2009
“It Enables Me to Realise My Fantasies Regarding The Practicum”: A Preliminary Study of An Academia–School Partnership in Israel
This article presents an exploratory study of a 10-year-old partnership between a special education department at a Teacher Training College in Israel and a special school for children with developmental disabilities. The partnership is analysed utilising criteria that characterise successful Professional Development Schools. Strengths and weaknesses of the model are discussed and recommendations for future directions and research are presented.
Updated: Jan. 12, 2009
From “Big Ideas” to Deliberate Action: Curriculum Revision and Alignment in An American Special Education Teacher Preparation Program
This paper presents an overview of how one American special education program used the model described by Kame'enui, E. J., Carnine, D. W., Dixon, R. C., Simmons, D. C., & Coyne, M. D. (2002) to articulate and organize key dimensions of the program. Specifically, the authors deliberately used the following six design principles to frame the curriculum revision and alignment process: big ideas, conspicuous strategies, mediated scaffolding, strategic integration, judicious review, and primed background knowledge. Although the model has been often emphasized for K-12 environments, this manuscript describes how it is also useful for the university setting.
Updated: Jan. 07, 2009
As collaborative instruction for students with disabilities becomes a prominent practice, teacher educators must examine prospective educators' views on these practices. Researchers analyzed reflective journal entries of 41 masters-level teacher certification students in a class on collaboration. Several themes emerged through content analysis including self-evaluation of skills and general communication skills of teams. Results indicate issues in collaboration and areas of concern among preservice and certification students. Further, teacher educators may use the analysis process to provide a concentrated focus on areas of concern to students. As many programs require prospective teachers to journal about their teaching experiences, the categories used in the analysis may provide a basis for examining those journal entries in greater depth.
Updated: Nov. 10, 2008
Perceptions of Graduate Students on the Use of Web-based Instruction in Special Education Personnel Preparation
This study examined the perceptions of graduate students on the use of Web-based instruction in preparing special education personnel. Findings supported Web-based instruction as a convenient way for students to pursue their education. Furthermore findings indicated that Web-based courses with increased structure and organization resulted in improved learning outcomes. Finally, technological problems and a lack of user-friendly technology jeopardize the effectiveness of Web-based instruction.
Updated: Nov. 10, 2008
Targeting Resources to Students with Special Educational Needs: National Differences in Policy and Practice
Multiple policy strategies exist to promote equity and inclusion in education and training systems. Across countries, the provision of additional resources to students with special educational needs is a common strategy; previous research indicates that providing extra resources to students with special educational needs can help those students make progress in schools.
Updated: Oct. 27, 2008
This paper provides the first national information specifically on (a) the national demand- supply, and shortage of first-time special education teachers (SETs) in comparison to general education teachers (GETs) as a function of the amount of teacher preparation (i.e., extensive, some, or none), and (b) trends from 1987-88 to 1999-2000 in the national supply of entering and continuing teachers.
Updated: Sep. 25, 2008
Training teachers to supervise paraeducators is critical to their effective and ethical use in school programs (Drecktrah, 2000; May & Marozas, 1986; Wallace et al., 2001). This project has demonstrated that an online model for delivery of instruction can be developed at one university site and implemented effectively in other preparation programs to increase preservice teachers' and their instructors' knowledge of topics and awareness of issues in supervising paraeducators.
Updated: Jul. 29, 2008
Special education teacher preparation programs typically require training in delivery of standardized achievement assessments. Appropriate administration of standardized assessments in eligibility and instruaional planning process are critical. To insure production of valid assessments, pre-service teachers at Utah State University must deliver a valid checkout assessment directly to course instructors. On-campus, this process is accomplished with ease.
Updated: Jul. 28, 2008