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Relevant bibliographies by topics / Special education educators – Training of – Zimbabwe

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Academic literature on the topic 'Special education educators – Training of – Zimbabwe'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "Special education educators – Training of – Zimbabwe"

1

Peter, Melanie. "Training special educators: sustaining professional development in special school placements." Support for Learning 28, no. 3 (2013): 122–32. http://dx.doi.org/10.1111/1467-9604.12030.

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Wei, Susan B., Susan Shapero, and Beverly W. Boggess. "Training and Retaining Rural Special Educators." Rural Special Education Quarterly 12, no. 4 (1993): 52–59. http://dx.doi.org/10.1177/875687059301200408.

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The state of New Hampshire has developed a unique outreach program to meet the special challenges faced by rural states in training and retaining qualified special educators. Through inter-agency collaboration, afield-based, competency-based program of independent study has been created. Individualized assessment and training under the supervision of experienced mentors have qualified many teachers for special education certificates. This method of providing training and the opportunity for hands-on experience to professionals in a rural state has helped to solve the problems of isolation, com

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Rodl, Janelle E., Wes Bonifay, Rebecca A. Cruz, and Sarah Manchanda. "A Survey of School Administrators’ Training and Support Related to Evaluating Special Education Teachers." Journal of School Administration Research and Development 3, no. 1 (2018): 19–31. http://dx.doi.org/10.32674/jsard.v3i1.1929.

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    School administrators are often responsible for observing and evaluating special education teachers. The current study examined the training school administrators received, their needed knowledge and supports, and their confidence in performing job functions related to special education teacher evaluation. A total of 929 school administrators in California completed a 26-item survey in which they reported the training they had received, the usefulness of the training for informing practice, and the confidence they felt in evaluating special educators. Results indica

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4

Irvine, Jim. "Special Education for all Educators are we Ready?" Australasian Journal of Special Education 12, no. 2 (1988): 2–11. http://dx.doi.org/10.1017/s1030011200021874.

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Educators currently in senior positions in our public education and training institutions experienced school as children in a New Zealand society very different from 1987. In theirprofessional careers, they have witnessed some staggering changes to which they have had to adjust.

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Anderson, David W. "Special Education as Reconciliation." Journal of Education and Christian Belief 7, no. 1 (2003): 23–36. http://dx.doi.org/10.1177/205699710300700104.

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This paper presents special education as a ministry of reconciliation designed to promote community and to recognize wholeness in the presence of disability. It is offered as part of an ongoing discussion of the need for an inclusive world view founded on Christian principles. Including the excluded –reaching out to those ignored or pushed away by society – was a characteristic of Jesus' ministry and must be a hallmark of Christian educators and churches. The hope is that the ideas expressed herein will foster collaborative efforts between general and special educators which lead to the creati

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6

Foster, Carl G. "Project SERT: Special education training for regular educators of Native Americans." Rural Special Education Quarterly 8, no. 1 (1987): 23–25. http://dx.doi.org/10.1177/875687058700800105.

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The Bureau of Indian Affairs, Chinle Agency is responsible for the education of 3,500 Navajo children; 230 are special education students. A Special Education Office questionaire revealed that regular teachers felt inadequately prepared to teach the special education student. Project SERT was established to provide instruction in special education knowledge and skills.

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7

Ford, Bridgie Alexis. "Multicultural Education Training for Special Educators Working with African-American Youth." Exceptional Children 59, no. 2 (1992): 107–14. http://dx.doi.org/10.1177/001440299205900203.

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Inservice training in multicultural education helps provide special education classroom teachers with the additional competencies needed to work more effectively with African-American students with disabilities. A pilot study was conducted to assess the perceptions of special education administrators in Ohio about multicultural inservice training and the nature of their exposure to multicultural education. Results indicate that special education administrators perceive that special education teachers should be involved in multicultural educational training programs with special emphasis on Afr

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8

Ludlow, Barbara L., and Michael C. Duff. "Live Broadcasting Online: Interactive Training for Rural Special Educators." Rural Special Education Quarterly 21, no. 4 (2002): 26–30. http://dx.doi.org/10.1177/875687050202100405.

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This paper describes how to use a desktop computer and inexpensive software plus a PC or Macintosh streaming server to deliver live interactive class sessions via video with audio streaming on the Internet. Although the use of Web-based instruction for preservice and inservice program delivery in special education and disability services is expanding rapidly, most existing programs rely primarily on text presentation and asynchronous (delayed time) technologies such as threaded discussions. Relatively little use has been made to date of the Web's multimedia capabilities or synchronous (real ti

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9

Morgan, Robert L., Teresa Bennett, and James E. Whorton. "Perceptions of rural preschool special educators concerning preservice training." Rural Special Education Quarterly 9, no. 3 (1988): 34–37. http://dx.doi.org/10.1177/875687058800900307.

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A survey was conducted of preschool special education classroom teachers from five predominately rural western states. The survey focused on teachers’ perceptions of preservice training and noted their perceptions of needs. In addition to demographic data, the survey included 19 Lik-ert scale items to which each teacher responded. The results of the survey and a discussion are presented.

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10

Freeman, Eric, Bilal Fayiz Obeidat, Pamela Martin, and Jennifer Sinclair. "IMPROVING THE DELIVERY OF SPECIAL EDUCATION SERVICES: EXAMINING COMMUNICATION AMONG TEACHERS, PARA-EDUCATORS, AND AN EDUCATIONAL COOPERATIVE." Humanities & Social Sciences Reviews 8, no. 4 (2020): 325–34. http://dx.doi.org/10.18510/hssr.2020.8433.

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Purpose of the study: The purpose of this study is to explore communication between participating school districts and the Cooperative with regard to the allocation of para-educators in general education classrooms. Methodology: The study employed a comparative qualitative design. Since the goal of our research is to understand the communication channels and patterns between the Cooperative, general education teachers, and para-educators, we conducted focus group discussions with para-educators, the K-5 general education teachers who work in general education classrooms and the special e

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