Search results for: Special education
Page 10/12 115 items
Models of Cognition for Students With Significant Cognitive Disabilities: Implications for Assessment
With the advent of the No Child Left Behind Act (2002 ), all students, including students with significant cognitive disabilities, must be included in measures of large-scale educational assessment and accountability. This article addresses the application of the assessment triangle developed by the National Research Council (Pellegrino, Chudowsky, & Glaser, 2001). Specifically, the article focuses on the first vertex of the assessment triangle, that of cognition, to examine characteristics of students with significant cognitive disabilities in representing what they know.
Updated: May. 20, 2009
Assistive Technology Training at the Pre-Service Level: A National Snapshot of Teacher Preparation Programs
The Individuals with Disabilities Improvement Act mandates that every student with an Individualized Education Program be considered for assistive technology (AT). As a result, future special educators need to have the knowledge and skills regarding AT. In this article, the authors carried out a national study of 160 special education teacher preparation programs using archival document analysis on the current practice of AT course delivery for the preparation of special educators.
Updated: May. 11, 2009
Preparing Special Education Mentors Using Classroom Artifacts as a Vehicle for Learning About Teaching
The authors investigate a project that focuses on preparing special educators to mentor preservice teachers throughout their preparation program, instead of mostly at the end of their program. Through use of classroom literacy artifacts, mentors are prepared in how to guide novices as they transition through coursework and into classroom practice. Experienced and novice teachers participate in the research. They work together as part of an ongoing preparation program. Findings indicate that mentors can select and use artifacts that illustrate teaching complexities.
Updated: May. 11, 2009
The authors examine the literature on distance education. They offer a brief chronology of its past-to-present development, with special attention to the evolution of technology mediated instruction. Specifically, they look at the significance of the design of instruction and the importance of preserving faculty-student communication.
Updated: May. 07, 2009
The authors explore pre-service special education teacher reaction to and experience in a collaboratively taught higher education course. 43 full-time post-baccalaureate students participate in a course designed to examine critical issues in special education. The course was taught by two faculty members, one specializing in mild and moderate disabilities and the other in moderate and severe disabilities. Pre-service teachers respond to a survey about their knowledge and comfort with co-teaching.
Updated: May. 07, 2009
The paper reveals the findings of a participatory ethnography with post-secondary students enrolled in a large West Coast University in British Columbia. These students had previously been identified as 'learning disabled' and thus, the 'recipients' of special educational policy interventions. The study uncovers the performative work the students engage as they negotiate the contradictory ideologies of meritocracy and equal opportunity while living with the label and realities of various 'learning disabilities'. The students' discourses are read in relation to and against the dominant common-sense ideologies of special education. The study takes into account the students readings in light of their positionalities as racialized, classed, gendered, in addition to living with the label of learning disability.
Updated: Mar. 12, 2009
The Efficacy of Embedding Special Education Instruction in Teacher Preparation Programs in the United States
This study examined the effects of embedding special education instruction into preservice general education assessment courses. Participants were 208 teacher candidates in the United States enrolled in a required evaluation and measurement course. The results suggest the need to provide faculty in the content area adequate professional development opportunities to ensure that current special education best practices are embedded across the curriculum of teacher candidates.
Updated: Jan. 21, 2009
“It Enables Me to Realise My Fantasies Regarding The Practicum”: A Preliminary Study of An Academia–School Partnership in Israel
This article presents an exploratory study of a 10-year-old partnership between a special education department at a Teacher Training College in Israel and a special school for children with developmental disabilities. The partnership is analysed utilising criteria that characterise successful Professional Development Schools. Strengths and weaknesses of the model are discussed and recommendations for future directions and research are presented.
Updated: Jan. 12, 2009
From “Big Ideas” to Deliberate Action: Curriculum Revision and Alignment in An American Special Education Teacher Preparation Program
This paper presents an overview of how one American special education program used the model described by Kame'enui, E. J., Carnine, D. W., Dixon, R. C., Simmons, D. C., & Coyne, M. D. (2002) to articulate and organize key dimensions of the program. Specifically, the authors deliberately used the following six design principles to frame the curriculum revision and alignment process: big ideas, conspicuous strategies, mediated scaffolding, strategic integration, judicious review, and primed background knowledge. Although the model has been often emphasized for K-12 environments, this manuscript describes how it is also useful for the university setting.
Updated: Jan. 07, 2009
As collaborative instruction for students with disabilities becomes a prominent practice, teacher educators must examine prospective educators' views on these practices. Researchers analyzed reflective journal entries of 41 masters-level teacher certification students in a class on collaboration. Several themes emerged through content analysis including self-evaluation of skills and general communication skills of teams. Results indicate issues in collaboration and areas of concern among preservice and certification students. Further, teacher educators may use the analysis process to provide a concentrated focus on areas of concern to students. As many programs require prospective teachers to journal about their teaching experiences, the categories used in the analysis may provide a basis for examining those journal entries in greater depth.
Updated: Nov. 10, 2008