Search results for: Students’ disabilities

In this study, the authors examine the efficacy of individualized clinical coaching (ICC) of least-to-most prompting (also referred to as system-of-least prompts [SLP]) in the TLE TeachLivE™ simulationreality teaching and learning environment (TLE). Participants included six novice educators enrolled in a graduate special education course that focused on EBPs for teaching learners with autism.

In this paper, the authors briefly address persistent and unresolved challenges. They identify contemporary change drivers, and discuss ways in which teacher education professionals could leverage the drivers to inform the development of 21st century models for special education teacher development aimed at improving outcomes for students with disabilities.

This study aimed to investigate Beijing inservice teachers’ self-efficacy for inclusive education as well as the relationship between their self-efficacy, demographic variables and attitudes towards inclusive education. The results reveal that the Teacher Efficacy for Inclusive Practices (TEIP) scale can be divided into three sub-scales - efficacy in using inclusive instructions, efficacy in collaboration, and efficacy in managing behaviour - and therefore provides additional support to the validity of the instrument. The complete TEIP scale and its sub-scales had good reliability, and the data fit adequately the anticipated three factor solution.

This study examines trends in teachers’ attitudes and practices that may be affecting the educational experience and achievement of many students with disabilities (SWD). The results provide information regarding the attitudes of teachers toward the ability of SWD and the fairness and validity of high-stakes testing. The attitude of teachers toward the ability of SWD to learn and achieve higher level thinking was found to predict proficient scores of SWD on the New England Common Assessment Program achievement test.