Search results for: Disabilities
Page 1/4 37 items
Disability and the Meaning of Social Justice in Teacher Education Research: A Precarious Guest at the Table?
Although disability is assumed to be part of the teacher education social justice landscape, its position in the context of social justice is contested and has not been informed by an analysis of the empirical record. To address this gap, the authors examined 25 years of research on social justice in teacher education, focusing on how disability is presented in relationship to other social markers of identity. Disability is only modestly visible within this literature; when included, it is typically treated as an isolated marker of identity, absent considerations of intersectionality. Overcoming this marginalization of disability requires new, robust cross-faculty alliances in conceptualizing research on social justice in teacher education; adopting discursive practices that complicate disability in terms of its intersectional, reciprocal relationship with the full range of social markers of identity; and intersectionality-driven instruction connecting multiple identities and the multiple instructional strategies required to transform teacher education for social justice.
Updated: Jun. 03, 2021
In this study, the authors examine the impact of a community service learning course on undergraduate students’ decisions to pursue careers as special education teachers or related service providers. 134 participants completed a course involving volunteer service with persons with disabilities in the local community and were surveyed as to whether they were interested in pursuing a career in special education upon graduation. Their findings indicated that contact with a person with a disability through community service learning was a factor in influencing participants’ willingness to enter the field of special education.
Updated: Jul. 29, 2019
This paper provides the details of the systemic change occurring over a five-year period through a comprehensive evaluation model. The results of the comprehensive evaluation plan indicate, over time, increases in the implementation of building-level supports, rated performance of co-teaching partnerships and grades for students with disabilities in co-taught classrooms. The evolution of the model extended to include web resources, interactive webinars, onsite coaching and specific evaluation feedback and recommendations to individual schools and teachers.
Updated: Sep. 04, 2016
This paper synthesizes literature related to critical race theory (CRT) and disability theory to elucidate the need for a critical ability theory in teacher education. Combining the tenets of CRT and disability theories provides a lens for viewing how power and privilege affect public and private conceptions of what it means to have a special need.
Updated: Oct. 12, 2015
The purpose of the study was to determine the particular preservice and in-service variables that best explained variations in the participants’ confidence and competence beliefs. The findings reveal that preservice preparedness to work with young children and their families, and in-service types of types of training activities were important predictors of self-efficacy beliefs.
Updated: Sep. 20, 2015
This study investigated the current practices and training needs of early childhood professionals in conducting assessment with young children with and at-risk of disabilities. The findings reveal that the participants reported that they used a wide range of standardized tools and nonstandardized methods to assess children’s development in the developmental domains. Three of the top five tools most frequently used by professionals to assess children’s skills are curriculum-based assessment methods that are developmentally based and that take into consideration the child’s experiences and background. The authors recommend that preservice teacher preparation programs must include numerous targeted field assignments. Furthermore, preservice teachers must receive instruction in how to use a few of the most commonly used tools and assessment methods.
Updated: Jul. 27, 2015
Pre-service Teachers’ Perceptions of simSchool as Preparation for Inclusive Education: A Pilot Study
In this pilot study, the authors examined the perspective of pre-service teachers on a classroom simulation program called “simSchool.” The article highlighted the potential of simSchool as well as some current limitations of this approach in the context of Australian teacher education courses.
Updated: May. 12, 2015
This article aims to address the causes of school desegregation failure of the children study at Rome's schools. This article argues that the narrow desegregation aims prevents creation of comprehensive approaches sensitive to structural dimensions of segregation and discrimination. It builds on the policy design theory in order to capture the impact of discourse and policy content on the implementation outputs.
Updated: Feb. 16, 2015
Inclusive Education: Pre-service Teachers' Reflexive Learning on Diversity and Their Challenging Role
In this article, two teacher educators from Australian universities explored reflexive practices in preparing pre-service teachers for their complex teaching roles in the twenty-first century. Findings revealed that reflexive learning was a key mediating strategy in expanding the participants' consciousness. Participants engaged in confronting assumptions, raising awareness of diverse learning needs and critiquing social justice principles and equity issues.
Updated: Nov. 24, 2014
Research on Early Childhood Teacher Education: Evidence From Three Domains and Recommendations for Moving Forward
The purpose of this article was to illustrate the characteristics, key features, and significant gaps in current Early Childhood Teacher Education (ECTE) research by way of examples from several important domains, and to identify the kinds of research that are most needed to address the question posed in this special issue. The authors provided illustrations in three domains of ECTE: addressing the needs of young children with disabilities; understanding and working effectively with infants and toddlers; and building young children’s competence and interest in mathematics. They then identified five crosscutting research priorities, using examples from these three domains. They conclude by describing what is needed to create a supportive environment that produces—and implements—early childhood teacher education research.
Updated: Jul. 09, 2014