Search results for: Students’ disabilities
Page 1/2 19 items
This article aims to describe Singapore’s dual education system as well as teacher preparation in a country that educates many students with disabilities in a separate environment. The focus will be on three of the factors critical to understanding comparative work: the goals and purposes of inclusive education and inclusive policy, the past and present state of Singapore with regard to policy and governance, and teacher training in the context of dual education.
Updated: Apr. 02, 2017
Individualized Clinical Coaching in the TLE TeachLivE Lab: Enhancing Fidelity of Implementation of System of Least Prompts Among Novice Teachers of Students With Autism
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.
Updated: Apr. 02, 2017
Delving Deeper Into the Construct of Preservice Teacher Beliefs About Reading Instruction for Students With Disabilities
The goal of this study was to complete an in-depth examination of the construct of teacher beliefs by investigating preservice teachers’ beliefs about reading instruction for students with disabilities. Results indicate that preservice teachers’ beliefs systems are complex, made up of enduring, deeply rooted expressed beliefs as well as beliefs-in-use that are highly dependent on discipline-specific working knowledge.
Updated: Mar. 07, 2017
21st Century Change Drivers: Considerations for Constructing Transformative Models of Special Education Teacher Development
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.
Updated: Jan. 30, 2017
Special Education Teachers’ Experiences Supporting and Supervising Paraeducators: Implications for Special and General Education Settings
The purpose of this study was to gain a better understanding of current practices in paraeducator supervision. From the interviews, three themes emerged: creating effective teams, ensuring appropriate training and evaluation, and recommendations for the field. Practices for paraeducators working with students with low incidence disabilities in general education settings are noted in the first two themes.
Updated: Jan. 30, 2017
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.
Updated: Jul. 20, 2015
In this article, the authors suggest that New Literacy Studies can serve as a generative frame to stimulate the dispositions necessary for a strong commitment to the use of assistive technology and to increase accessibility in the classroom.
Updated: Mar. 15, 2015
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.
Updated: Feb. 17, 2015
This study was conducted to identify factors that are predictive of integrating assistive technology into teaching practices among general and special education teachers of students with severe disabilities. It was found that out of seven independent variables, teacher preparedness was determined to be the primary significant predictor of student assistive technology use. Implications of the findings are discussed in light of the way in which teacher preparation can be enhanced to support teachers’ integration of assistive technology.
Updated: Feb. 13, 2012
The current article delineates the many problems experienced by English language learners (ELLs) students within special education. The article also describes a set of preservice modules that were designed for special education teacher candidates to learn about and develop strategies for working with students of diverse language backgrounds. The authors conclude that only by infusing these principles into special education teacher training programs can we hope that future generations of ELLs will not repeat the experiences that past generations have had to endure.
Updated: Sep. 14, 2011