Search results for: Special education teachers
Page 3/10 97 items
Views From the Trenches: Teacher and Student Supports Needed for Full Inclusion of Students With ASD
This study seeks to determine the needs of students with autism spectrum disorder (ASD) in fully inclusive settings as well as teachers’ needs in facilitating their students’ success. The study was translational in nature by focusing on the practice and daily experiences of teachers for informing professional development. Teachers highlighted the knowledge and skills teachers need for students with ASD to fully benefit from inclusive educational placements.
Updated: Jul. 30, 2015
Training Teachers in Evidence-Based Practice for Individuals With Autism Spectrum Disorder: A Review of the Literature
This article reviews 23 studies, where researchers experimentally evaluated training for teachers of students with Autism Spectrum Disorder (ASD). Authors summarized qualitative information on study and participant characteristics. Next, variables related to teacher practice and student learning targets were categorized based on Odom, Collet-Klingenberg, Rogers, and Hatton’s list of evidence-based practices (EBPs) for individuals with ASD.
Updated: Jul. 30, 2015
In this article, the authors will introduce the notion of selection pressures and its impact on an evolutionary process, illustrating how special education teacher education has changed or evolved. They discuss these changes in the context of the 21st century and contextualize this explanation by representing special education teacher education as an avatar, thereby borrowing from the virtual world. They borrow concepts from natural science and the virtual world to help promote a new understanding of the nature of special education teacher education.
Updated: Jul. 30, 2015
Prime Online: Developing Grades 3-5 Teachers’ Content Knowledge for Teaching Mathematics in an Online Professional Development Program
This study aimed to investigate the impact of a yearlong, online teacher professional development (oTPD) program, Prime Online, on teachers’ mathematics knowledge for teaching (MKT) and to examine the components of a PD program that impacted participants’ MKT. The analysis indicates latent growth modeling and focus group data indicated growth in participants’ content knowledge and initial growth in knowledge of students from pretest to midtest, with a decline at the end of the program. The authors conclude that that Prime Online has potential to provide teachers with ongoing, rigorous, high-quality learning opportunities for impacting their knowledge of mathematics content and pedagogy and of their students.
Updated: Jul. 22, 2015
Inclusion Seen by Student Teachers in Special Education: Differences among Finnish, Norwegian and Swedish Students
This paper describes various views of special teacher students towards inclusion. The specific aims were to see how these views can be seen as supportive or challenging for inclusion in schools. The results show that students in similar Nordic countries have different views about inclusion. Norwegian students mostly supported inclusion while the special teachers in Finland and in Sweden have more reservations. To sum up, Scandinavian countries are similar yet different. Teacher education needs to be a place to explore inclusion critically as well as a place to prepare for it.
Updated: Jul. 07, 2015
The current review of literature examines 14 studies that utilized virtual technologies to increase learning outcomes for pre-service special education teachers during field experiences or courses that prepared them for such experiences. Included studies examined the efficacy of learning from digital case studies, supervision via videoconferencing, audio-cued coaching, and participation in virtual reality activities.
Updated: Jul. 05, 2015
This pilot study successfully demonstrated the efficiency, feasibility, and acceptability of a school-based Multicomponent training (MCT) strategy in the training of four teachers of students with severe disabilities in the use of simultaneous prompting (SP). The MCT strategy utilized demonstrated the efficacy of a research-based performance feedback process.
Updated: Jun. 14, 2015
Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating the TPACK Framework into the Curriculum: A Study of Teachers’ TPACK Development through Assessment of Lesson Plans
The current study focuses on the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers for teaching mathematics and science via one course. The findings revealed that upon completion of the course requirements, the participants’ TPACK scores for the lesson plans increased significantly reaching, on average, the second out of five levels of TPACK.
Updated: Apr. 15, 2015
The Case for Increasing Workplace Decision-Making: Proposing a Model for Special Educator Attrition Research
The purpose of this article is to advance a research-based model to provide guidance for school administrators and researchers. The proposed model combines five thematic, contributing factors and a sixth, relatively understudied factor, workplace decision-making, to illustrate factor effects on special educators’ perceptions of job satisfaction and, ultimately, career decisions.
Updated: Apr. 14, 2015
This study investigates the effects of eCoaching, delivered through online bug-in-ear technology, on co-teachers as they planned and carried out co-teaching. The data revealed that eCoaching increased participants’ use of varied co-teaching models and student-specific accommodations, while co-teachers’ interviews and students’ time samples verified social validity.
Updated: Feb. 17, 2015