Search results for: General education
Page 1/1 6 items
Factors Associated With Novice General Education Teachers’ Preparedness to Work With Multilingual Learners: A Multilevel Study
This study examined factors linked to novice general education teachers’ perception of their preparedness to work with multilingual learners in the classroom. Using a multilevel modeling approach, the authors examined factors at the teacher and school levels using two AY 2015 to 2016 datasets: The National Teacher and Principal Survey from the National Center for Education Statistics and the Civil Rights Data Collection from the Office of Civil Rights. The results show that teacher perception of preparedness was positively associated with teacher education courses on working with multilingual learners, supports received during the first-year teaching, and the number of multilingual learners teachers worked within their classrooms. Similarly, the concentration of multilingual learners at the school level had a positive impact on preparedness. Overall, it appears that experiences both learning about and working with multilingual learners are positively associated with novice general education teachers’ perceptions of preparedness to work with multilingual students.
Updated: Dec. 22, 2021
These aren’t the kids I signed up for: the lived experience of general education, early childhood preservice teachers in classrooms for children with special needs
Effective inclusive teaching practices continue to be an area of uncertainty for preservice and practicing teachers. This qualitative study examined the lived experiences of three, general education, early childhood, preservice teachers (PST) completing a field experience in preschool classrooms for children with significant disabilities. All three PSTs in the study were completing a semester long requisite field experience while concurrently completing an introduction to special education course. Both the field experience and the introduction to special education course were required for their early childhood, general education certification program. While the PSTs initially acknowledged anxiety related to working with children with significant disabilities, the levels of anxiety decreased during the experience. Additionally, PSTs noted the importance of the pedagogical skills they acquired from their special education mentor teachers. Highly skilled, special education mentor teachers were noted being critical to a successful experience.
Updated: Jun. 09, 2021
This literature review examines access to the general curriculum for students with autism by looking at the following: (a) a description of the landscape of curriculum modifications and instructional accommodations for students with autism; (b) a review of research conducted on the meaning and degree of access to the general curriculum for students with disabilities, since there were none specifically for students with autism; and (c) specific studies on the inclusion of students with autism.
Updated: Mar. 13, 2012
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
The degree to which special educators serve in a meaningful collaborative capacity in inclusive classrooms has come under scrutiny, and hence, the quality of collaboration training afforded requires examination. This article describes the results of a survey conducted with 53 undergraduate pre-service special education training programs representing 25 states.Results suggest that many of the concerns related to collaboration in public schools are paralleled by those between special and general education in college and university training programs.
Updated: Jan. 12, 2010
This paper provides the first national information specifically on (a) the national demand- supply, and shortage of first-time special education teachers (SETs) in comparison to general education teachers (GETs) as a function of the amount of teacher preparation (i.e., extensive, some, or none), and (b) trends from 1987-88 to 1999-2000 in the national supply of entering and continuing teachers.
Updated: Sep. 25, 2008