Search results for: Special education teachers
Page 6/10 97 items
Training Teachers to Use Pivotal Response Training With Children With Autism: Coaching as a Critical Component
This investigation examined the efficacy of a 6-hour group workshop plus individual coaching for training 20 teachers to use PRT. Results indicate that the workshop alone was only effective in training 15% of the teachers to meet mastery criteria for PRT. The majority of teachers, however, showed additional improvement following individual coaching.
Updated: Sep. 27, 2012
In this evaluation study, the authors compared the effectiveness of a distance and an on-campus teacher education program for teachers of students with severe disabilities. Teacher candidates in the distance cohort received the same program of study as candidates in the on-campus program except that the coursework was delivered through videoconferencing technology instead of traditional, face-to-face instruction. The results indicate that there were no significant differences between students in the distance and on-campus teacher education cohorts on the measures of learning.
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
Challenges and Inspirations: Student Teachers' Experiences in Early Childhood Special Education Classrooms
The current study explores the potential challenges and learning opportunities that self-contained settings offer early childhood special education teachers in training. The participants were five early childhood preservice students seeking dual certification. Through an analysis of their weekly student teaching journals, the authors explored students' experiences in segregated early childhood special education classrooms and implications for teacher education.
Updated: Aug. 30, 2012
Attitudes and Affect: Daily Emotions and Their Association with the Commitment and Burnout of Beginning Teachers
The authors tested a framework developed in the organizational behavior literature known as affective events theory (AET). Specifically, the authors drew on research from education and organizational behavior to test whether mean levels of positive affect, negative affect, skill, and fatigue are associated with intentions to remain in teaching, commitment to one’s school, and levels of burnout. The results suggest that by taking account of teachers’ emotional reactions to their work, researchers, policymakers, and district administrators will be better positioned to support special and general educators during their early years of teaching.
Updated: May. 23, 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
This paper describes the logistics and process to conduct a play-based assessment (PBA) within the context of an early childhood special education (ECSE) assessment course required for early childhood education (ECE) and ECSE students. The paper describes the characteristics of the participating students and PBA children and families. The article also elaborates the three components of the PBA process: assessing, teaming and reflecting. Furthermore, the article addresses the difficulties along with possible solutions for each of these three components.
Updated: Jan. 05, 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
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