Search results for: Special education classes
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Improving Pre-Service Middle School Teachers’ Confidence, Competence, and Commitment to Co-Teaching in Inclusive Classrooms
This study aimed to determine the attitudes of pre-service teachers toward co-teaching and inclusion. It also explored the impact of the systematic approach on participating teacher candidates’ knowledge, skills, and attitudes toward co-teaching. The authors argue that their approach combines faculty co-teaching of pre-service classes with seminar and field experiences to develop a specific knowledge base and skill set around collaboration and co-teaching. These results indicate that curriculum development must consider and respect the developmental trajectory of pre-service teachers such that their learning is meaningful and deep.
Updated: Jun. 13, 2018
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
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