Search results for: Special needs students
Page 2/3 24 items
Student Teaching’s Contribution to Preservice Teacher Development: A Review of Research Focused on the Preparation of Teachers for Urban and High-Needs Contexts
In this article, the authors are interested to determine what and how student teaching experiences contribute to preservice teachers’ development as future teachers of students in urban and/or high-needs schools specifically. The present article reviews empirical articles published over the past two decades. In addition, the article also considers the implications of student teaching for the schools that play host to it and for the students who attend those schools.
Updated: Apr. 08, 2014
Collaboration by Design: Integrating Core Pedagogical Content and Special Education Methods Courses in a Preservice Secondary Education Program
The purpose in this article was to describe key aspects of the design, implementation, and initial evaluation of the innovative preservice secondary education teacher education program. The authors focused on the collaborative efforts of faculty in general education and special education departments to prepare future secondary teachers to use inclusive instructional practices to meet the needs of students with disabilities. The collaborative instructional design was based on a Universal Design for Learning (UDL) perspective to give preservice teachers opportunities to explore models of both inclusionary teaching and UDL lesson design. This collaboration between general education and special education teacher education faculty enhanced both the teaching of the methods courses and the candidates learning related to meeting the diverse learning needs of students within their teaching.
Updated: Jan. 19, 2014
The authors focus on preparing early childhood and early childhood special education preservice teachers for inclusive settings. The use of inclusive sites for well sequenced and focused field experiences provides the opportunity for preservice teachers to develop skills and attitudes for teaching all children. One institution's site-based methods courses, with preservice teachers in school sites for a significant portion of their coursework accompanied by their faculty members, enhanced the course content and preservice teaching at the sites. Measures of self-perceptions of preservice teachers indicate significant growth in preservice teachers' confidence and skills for working with students with special needs through structured inclusive field experiences.
Updated: Jul. 10, 2013
Improving Preservice Teachers' Perspectives on Family Involvement in Teaching Children With Special Needs: Guest Speaker Versus Video
The current study examines preservice teachers' perspectives on family involvement in special education and effective teaching methods for delivering family-involvement content. Eighty-three preservice teachers provided data on pre- and postadministrations of a questionnaire. The effectiveness of two methods, a video and a guest speaker, in delivering curriculum concerning family involvement was compared.
Updated: Sep. 27, 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
A Survey of Greek General and Special Education Teachers’ Perceptions regarding the Role of the Special Needs Coordinator: Implications for Educational Policy on Inclusion and Teacher Education
This article presents a study which explored the perceptions of general and special teachers regarding the role and the professional characteristics of special needs coordinators (SENCOs). The findings reveal that the participants believe that the SENCO should have both teaching experience in general schools and specialization in teaching students with special needs, and also be able to deal with all types of special needs.
Updated: Dec. 20, 2011
The Impact of Immersive Virtual Reality on Educators’ Awareness of the Cognitive Experiences of Pupils with Dyslexia
The purpose of this study was to test the effectiveness of VR technology in enhancing the teacher’s knowledge and awareness of dyslexia, a phenomenon that is very difficult to explain. Eighty teachers of various subjects from a variety of schools in the Tel Aviv metropolitan area participated in this study. The research results clearly suggested that experiencing a variety of simulated types of dyslexia via virtual reality can bring about a greater improvement in teacher awareness of the dyslexic pupil’s cognitive experiences than is achieved by viewing a film about dyslexia.
Updated: Oct. 10, 2011
This study explored the manifestation of differentiation for special education students in work sample lesson plans written by preservice teachers working toward an elementary credential. Specifically, the author examined the nature, characteristics, and evidence of instructional differentiation included in the work samples prepared by preservice teachers. Six themes emerge from this study into the extent to which preservice teachers plan for the instruction for students with disabilities in the general education classroom.
Updated: Sep. 14, 2011
The Initial Training of Teachers to Teach Children with Special Educational Needs: A National Survey of English Post Graduate Certificate of Education Programmes
This article outlines initial training in England within an international context. The paper then reports findings of a recent national survey of Programme directors and subject tutors of Post Graduate Certificate in Education programmes (PGCE) for primary and secondary teachers about the initial training provision regarding inclusive education.
Updated: Apr. 04, 2011
Twice-Exceptional Learners: Effects of Teacher Preparation and Disability Labels on Gifted Referrals
The purpose of this study was to examine the differences among three groups of teachers on their perceptions of students with disabilities and their willingness to refer students with disability to a gifted and talented program. Data reveal that all teachers are much less willing to refer students with disability labels to gifted programs than identically described students with no disability labels. The findings hold several important implications for teacher training at the college and university level, as well as the state and local district professional development level.
Updated: Jan. 23, 2011