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1
Peter, Melanie. "Training special educators: sustaining professional development in special school placements." Support for Learning 28, no. 3 (August 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 (December 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, commuting distances, and retention of experienced personnel in less accessible areas. It is a program worth emulating and adapting to other states with similar concerns.
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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 (June 20, 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 indicated that most school administrators did not have a background in special education, did not receive training related to evaluating special educators, and felt less confident evaluating special educators than general educators. School administrators, especially those without a background in special education, may need more training and support related to evaluating special education teachers during preparation and in the early years of administration. Training and support should focus on evidence-based practices for teaching- ing students with disabilities.
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Irvine, Jim. "Special Education for all Educators are we Ready?" Australasian Journal of Special Education 12, no. 2 (November 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 (March 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 creation of positive, caring classroom communities that value and promote unity and equality while also celebrating diversity. Christian teacher training programs must encourage and model an inclusive worldview in which individuals with disabilities are also recognized as God's image-bearers, and where there is acknowledgment of the abilities and gifts they bring to the classroom community.
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Foster, Carl G. "Project SERT: Special education training for regular educators of Native Americans." Rural Special Education Quarterly 8, no. 1 (March 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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Ford, Bridgie Alexis. "Multicultural Education Training for Special Educators Working with African-American Youth." Exceptional Children 59, no. 2 (October 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 African-American students and their families. The results also reveal that personnel responsible for conducting such inservice programs may lack formal training. Author recommendations include the need for special educators to actively participate in high-quality, ongoing, multicultural education inservice programming conducted by personnel who have been formally prepared.
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Ludlow, Barbara L., and Michael C. Duff. "Live Broadcasting Online: Interactive Training for Rural Special Educators." Rural Special Education Quarterly 21, no. 4 (December 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 time) technologies such as audio- or video-conferencing. The use of webcasting technology (both simulcasts in real time and re-broadcasts on demand) represents a fairly inexpensive, simple to use mechanism for delivering personnel preparation programs for practitioners working in early intervention, special education, or adult disability services in rural areas without the need for high bandwidth connections. The distance education program in Severe/Multiple Disabilities and Early Intervention Special Education at West Virginia University has successfully utilized webcasting technology to deliver a graduate certification and degree program to practicing but uncertified special educators working in rural areas of the United States as well as in several other locations around the world.
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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 (September 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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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 (July 23, 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 education teachers.
Main Findings: The cooperative, special education teachers, general education teachers, and para-educators often operated in isolation of one another. Teachers and para-educators work together in the same classrooms but had a clear idea about who was providing the training and information needed to meet the needs of students in special education.
Applications of the study: Frequent communication and enhanced opportunities for planning and training would improve the efficiency and effectiveness of general and special education teachers along with para-educators.
Novelty: The study addressed ways to improve communication between participating school districts and the Cooperative with regard to the allocation of para-educators in general education classrooms. This would provide information about necessary training future para-educators need and expectations for engagement with students.
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Tzivinikou, Sotiria. "THE IMPACT OF AN IN-SERVICE TRAINING PROGRAM ON THE SELF-EFFICACY OF SPECIAL AND GENERAL EDUCATION TEACHERS." Problems of Education in the 21st Century 64, no. 1 (April 25, 2015): 95–107. http://dx.doi.org/10.33225/pec/15.64.95.
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Teachers’ professional development is the key to education improvement. On that basis, the present study aimed to investigate the impact of a 6-month in-service training program in the context of the continuing professional development for educators on educational practice. The main objective of the training program was to improve the educators’ teaching skills, to enrich their practices with the most effective strategies and with the newest findings from research evidence in order to increase the quality of their educational interventions for students with special educational needs. An innovation of that program was the simultaneous training of both general and special education teachers in pairs, smoothing the dividing lines between general and special education in their daily instructional practice. The participants were 30 educators, divided into 15 pairs. Each pair was working in the same inclusive school sharing the responsibility of the educational support of a student with learning problems. The estimation of the impact of the program was investigated by measuring the educators’ increasing sense of self-efficacy in relation to their instructional skills and overall effectiveness of their educational interventions for their students with learning difficulties. A pre and post evaluation research design was employed and the findings showed that the training program had a positive impact on the educators’ self-efficacy and their effectiveness regarding collaborative educational interventions for their students. Key words: continuing professional development, in-service training, self-efficacy.
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Aramburo, Corrine, and Janelle Rodl. "Boosting School Administrator Confidence When Evaluating Special Educators Through District Support and Training." Journal of School Administration Research and Development 5, no. 2 (December 4, 2020): 86–95. http://dx.doi.org/10.32674/jsard.v5i2.3147.
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This current study is an exploratory, secondary data analysis of a survey assessing training, district support, and confidence of school administrators when it comes to special education teacher evaluation. The present study specifically examines (a) if the influence of district training regarding special education teachers influences the confidence of school administrators to evaluate and observe special education teachers, (b) if administrators with a general education credential differ from administrators with a special education credential regarding the type of district support needed to better evaluate special education teachers; and (c) if possessing a special education credential influences an administrator’s confidence when evaluating both general and special education teachers at their school site. Results indicated that district training regarding special education teacher evaluation increased administrator confidence and that administrators with general education credentials desired more district support overall than did their counterparts with a special education credential. The data also showed that administrators with a special education credential felt significantly more confident evaluating special education and general education teachers than did their counterparts from general education backgrounds. Implications for the field of special education evaluation and future directions are discussed.
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Telna, Olha. "Practical Component in Professional Training of Future Special Educators." Bulletin of Luhansk Taras Shevchenko National University 1, no. 2 (340) (2021): 244–51. http://dx.doi.org/10.12958/2227-2844-2021-2(340)-1-244-251.
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The article explores some acute issues of the professional training with students of the Special Education departments. Closer attention is given to analysis of the purpose and goals of having practical classes in special and inclusive educational settings, as well as to general and special competences, gaining by students in process of participating in various practical activities at an educational setting. Author also looks at some peculiarities of the students’ interaction with in-service teachers with an emphasis on usefulness of building interpersonal relationship between future and present specialists. The analysis provided shows that teaching practice in special and inclusive educational settings during the whole program of their learning has positive impact on the professional competence of the future special educators. Author concludes by saying that practical component in training of special educators needs further improvement, especially in the sphere of involving future specialists into self-advocacy and human rights campaigns.
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Glynne-Jones, Marjorie. "UK Council for Music Education and Training." British Journal of Music Education 7, no. 3 (November 1990): 213. http://dx.doi.org/10.1017/s0265051700007804.
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The first British Music Educators' Conference was held in July 1989 at Huddersfield Polytechnic. This was a special event in the development of music education in the UK, and the Council was delighted that the conference attracted presenters and participants who represented the wide range of professional activity in the field. The aim was to stimulate discussion and promote interaction among people with differing roles in music education. Presentations were grouped around the following themes.
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Churton, Michael W. "Preparation of adapted physical educators in Appalachia: Preservice Training Model." Rural Special Education Quarterly 9, no. 3 (September 1988): 18–22. http://dx.doi.org/10.1177/875687058800900304.
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The delivery of adapted physical education services in Appalachia and other rural areas has lacked comprehensive and appropriate personnel training models. Exceptional children have not received adequate adapted physical education services due to lack of qualified teachers, resources, and extreme poverty conditions. Appalachian State University's Department of Language, Reading, and Exceptionality was awarded a training grant to prepare adapted physical education teachers for Appalachia. Appalachia is the depressed economic and geographically dispersed region encompassing 154 counties in the southeastern part of the country. Exceptional children are un-cerserved and often do not receive appropriate physical education or special education intervention. Specific training and employment problems were identified. Strategies for training teachers to provide services in rural areas are presented which may prove generalizable to other special education training programs.
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Cobb, Hazel B., and Charles J. Horn. "Planned Change in Special Education Technology." Journal of Special Education Technology 8, no. 2 (September 1986): 18–27. http://dx.doi.org/10.1177/016264348600800203.
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Handicapped learners stand to benefit a great deal from educational technology. The technology for teacher training is gradually emerging. It is this technology that is a prerequisite to the systematic use of instructional technology by the classroom teacher. Since teacher educators are instrumental in the adoption of technology in public education there is a necessity to know the current status of adoption and use of technology in special teacher education programs. A comprehensive study was conducted at the University of Alabama in which the researchers examined the extent of planning for technological change being conducted by teacher education institutions in special education. Data for the study were collected by the use of a mailed survey form. The survey included all 697 special education/teacher education programs in the United States. A total was 298 (43%) surveys completed by program chairpersons at each institution was returned. Results of the study indicate that teacher education institutions are not using a variety of the newest technologies needed to acquaint current and future special educators with the tools of the information age. There is no relationship between systematic planning for adoption of a new technology and the subsequent success of the adopted technology. Teacher education institutions in special education are not anticipating adopting a wide variety of new technology. It appears teacher educators are creating a technology gap at the very time they should be leading the effort to explore the potential of new technologies for improving effectiveness and efficiency of instruction for exceptional individuals.
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Fauziyah, Nur, and Sri Uchtiawati. "Developing a Model of Educators’ Professional Training Special for Remote Areas through the Implementation of Lesson Study." International Education Studies 10, no. 8 (July 30, 2017): 108. http://dx.doi.org/10.5539/ies.v10n8p108.
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This study is an R & D (Research and Development) project which has the main goal to develop appropriate model of professional training for remote areas in Indonesia. This research is important because there are still many teachers who teach subjects that are not in accordance with their educational background. These issues will not only adversely affect the quality of the graduates but also will be obstacles in the implementation of the programs promoted by the government. Thus, we need a model of teachers’ professional training special for Remote Island by paying attention to geographical location, culture and any shortcomings of both human resources and infrastructure owned by schools. Based on the theory of training model, the need analysis, and stakeholders’ inputs what can be applied is implementing an integrated thematic-based lesson study. This finding of educators’ professional training model special for remote areas will help Government carry out educators’ professional training in other remote regions across Indonesia.
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Głodkowska, Joanna, and Justyna Gasik. "Studies on disability – international experience of teaching in the education of leaders, specialists, researchers." Men Disability Society 2, no. 36 (October 11, 2017): 5–24. http://dx.doi.org/10.5604/01.3001.0010.5198.
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The article presents the new course offered by the Maria Grzegorzewska University - Interdisciplinary Disability Studies - against the Polish higher education system with special emphasis on issues relating to the historical and modern organization of teacher training for special educators. The Interdisciplinary Disability Studies course is a unique program in Poland that is based on a new, positive and multifaceted approach to and understanding of disability. The authors analyze the legal foundations of the new program, explain the need to open the program, describe the graduate's profile and refer to the curriculum. They describe the history of Polish special education: from the beginning of systemic teacher training for special educators through Maria Grzegorzewska's activities to modern times. They show the place of Interdisciplinary Disability Studies in Polish special education and in worldwide Disability Studies in that context.
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O.O, Jagun, Akinola M.A, Betiku O.O, and Salami O.F. "BLINDNESS AND REHABILITATION CONCERNS AMONGST PUPILS OF A SPECIAL EDUCATION CENTRE IN SOUTHWESTERN NIGERIA." International Journal of Research -GRANTHAALAYAH 7, no. 4 (April 30, 2019): 365–70. http://dx.doi.org/10.29121/granthaalayah.v7.i4.2019.922.
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Background: Blind Children require access to quality rehabilitation services to optimize function and reduce their disabilities. This may be difficult if competent educators are not available in special education centers in developing countries.
Method: A prospective study carried out on consenting parents and pupils at a special education center in South western Nigeria.
Results: Sixty-two blind eyes from 31 participants were examined. 25.8% [16] had Optic atrophy, 16.1% [10] had complicated cataracts, 12.9% [8] had Cornea related blindness, 9.7% [6] had End stage Glaucoma, another 9.7% [6] had Phthisis bulbi while the last 25.85% [16] were classified as Others. 94.1% of the educators had undergone Special educational training over the last 20 years but only 11[64.7%] had attended any refresher course over the last 5 years to update theirs teaching skills and only 11.8% had easy access to Online study materials for research and training. Academic skills were taught by all teachers with all students being able to read and write in Braile but recreational skills were least taught in the school.
Conclusion: A need for strong Governmental and Non-governmental advocacy to support training of Special educators and to integrate parental education in the Rehabilitation process.
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O.O, Dr Jagun, Dr Akinola M.A, Dr Betiku O.O, and Dr Salami O.F. "BLINDNESS AND REHABILITATION CONCERNS AMONGST PUPILS OF A SPECIAL EDUCATION CENTRE IN SOUTHWESTERN NIGERIA." International Journal of Research -GRANTHAALAYAH 7, no. 6 (June 30, 2019): 296–301. http://dx.doi.org/10.29121/granthaalayah.v7.i6.2019.806.
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Background: Blind Children require access to quality rehabilitation services to optimize function and reduce their disabilities. This may be difficult if competent educators are not available in special education centers in developing countries.
Method: A prospective study carried out on consenting parents and pupils at a special education center in South western Nigeria.
Results: Sixty two blind eyes from 31 participants were examined. 25.8% [16] had Optic atrophy, 16.1% [10] had complicated cataracts, 12.9% [8] had Cornea related blindness, 9.7% [6] had End stage Glaucoma, another 9.7% [6] had Phthisis bulbi while the last 25.85% [16] were classified as Others. 94.1% of the educators had undergone Special educational training over the last 20 years but only 11[64.7%] had attended any refresher course over the last 5 years to update theirs teaching skills and only 11.8% had easy assess to Online study materials for research and training. Academic skills were taught by all teachers with all students being able to read and write in Braile but recreational skills were least taught in the school.
Conclusion: A need for strong Governmental and Non-governmental advocacy to support training of Special educators and to integrate parental education in the Rehabilitation process.
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Carter, Mark, Jennifer Stephenson, and Iva Strnadová. "Reported Prevalence by Australian Special Educators of Evidence-Based Instructional Practices." Australasian Journal of Special Education 35, no. 1 (July 1, 2011): 47–60. http://dx.doi.org/10.1375/ajse.35.1.47.
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AbstractThis research examined the reported level of implementation of eight practices in a national sample of Australian special education teachers, replicating the North American study of Burns and Ysseldyke (2009). The 194 respondents reported extensive use of a number of evidence-based practices, such as direct instruction and applied behaviour analysis. Conversely, a number of practices that have very weak empirical foundations or can be considered disproven, such as perceptual-motor training and modality instruction, continue to be used at moderate-to-high levels. In addition, compared to their North American counterparts, Australian special education teachers used a number of evidence-based practices significantly less frequently and used perceptual-motor programs more frequently. Implications of these results are discussed.
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Zagona, Alison L., Jennifer A. Kurth, and Stephanie Z. C. MacFarland. "Teachers’ Views of Their Preparation for Inclusive Education and Collaboration." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 40, no. 3 (February 12, 2017): 163–78. http://dx.doi.org/10.1177/0888406417692969.
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There is a need to advance inclusive education for students with significant disabilities, and one way to support this effort is to ensure educators have expertise in, and are prepared to implement, inclusive practices. We surveyed and interviewed general and special education teachers to understand their experiences and preparation to demonstrate skills associated with inclusive education and collaboration and identify the factors that may contribute to their preparation. There was a relationship between educators’ preparedness for inclusive education and whether they have taken university courses or had special training on inclusive education. Analysis of interviews with a subset of participants supported this finding and provided a deeper understanding of the educators’ preparation and experiences in implementing inclusive practices for students with significant disabilities.
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Markelz, Andrew, Benjamin Riden, and Mary Catherine Scheeler. "Generalization Training in Special Education Teacher Preparation: Does It Exist?" Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 40, no. 3 (April 6, 2017): 179–93. http://dx.doi.org/10.1177/0888406417703752.
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Enormous resources are committed by universities to prepare special educators to impact student outcomes of our most vulnerable and neediest learners. Generalizing teaching skills from university to K-12 classrooms must be a component of teacher preparation curriculum; otherwise, we continue to merely train our teacher candidates and hope they sustain and generalize their newly acquired skills. Through self-reported surveys and extant data analysis, we identify the extent to which our sample of special education teacher preparation programs are teaching their teacher candidates to generalize newly acquired teaching skills to in-service settings in K-12 classrooms. Results indicate ambiguity with familiarity of generalization techniques and fidelity of implementation. Programming for generalization is absent in reviewed course syllabi, and student teaching supervisors report a disconnect between university and classroom realities. We recommend a systematic approach to programming for generalization by increasing awareness of generalization techniques through professional development, including accountability measures in course syllabi, focusing on high-leverage practices to create more cohesive preparation programs, and improving communication between instructors and student teaching supervisors. Limitations and future research recommendations are discussed.
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Dutt, Anuradha S., Iris Chen, and Rahul Nair. "Perceived Skills and Training Needs Among Singaporean School Personnel in Using Functional Behavior Assessments and Behavioral Interventions." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 4 (October 16, 2018): 269–82. http://dx.doi.org/10.1177/0888406418806639.
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The aim of this exploratory study was to investigate the level of skills and training needs reported by special educators and teaching associates in functional behavioral assessment (FBA) and behavioral interventions within special education (SPED) schools in Singapore. The Skills and Needs Inventories in Functional Behavior Assessments and Interventions (SNI-FBAI), a self-report inventory, was administered to 378 special educators and 38 teaching support staff across seven SPED schools in Singapore. Perceived ratings across both groups were obtained across 13 items for skills and six items for training needs in FBA and behavioral interventions. The results suggested that special educators and teaching associates indicated relatively lower ratings on their perceived skill in more items related to conducting an FBA when compared with items related to behavioral interventions. In terms of training needs, both groups rated developing skills in FBA and behavioral interventions for managing severe challenging behaviors as a priority area for training.
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Elrod, G. Franklin, Ashley M. Coleman, Kimberly D. Shumpert, and Meagan B. Medley. "The Use of Problem-Based Learning in Rural Special Education Preservice Training Programs." Rural Special Education Quarterly 24, no. 2 (June 2005): 28–32. http://dx.doi.org/10.1177/875687050502400206.
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This manuscript presents a case for the use of problem-based learning (PBL) in the preservice training of rural special educators. The PBL process is defined and its implementation procedures are outlined. A PBL case scenario is presented from a course on secondary special education methods from a rural university. Additionally, preservice teachers' PBL analyses of the case are displayed and discussed. Implications for the use of PBL are offered, in particular with rural preservice teachers in mind.
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Mathews, Hannah Morris, Jennifer L. Lillis, Elizabeth Bettini, David J. Peyton, Daisy Pua, Rachel Oblath, Nathan D. Jones, Stephen W. Smith, and Rachel Sutton. "Working Conditions and Special Educators’ Reading Instruction for Students With Emotional and Behavioral Disorders." Exceptional Children 87, no. 4 (March 17, 2021): 476–96. http://dx.doi.org/10.1177/0014402921999825.
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Working conditions may be an important lever to support special educators’ reading instruction for students with emotional and behavioral disorders (EBD). Thus, we explored how working conditions relate to the quality of special educators’ reading instruction in upper-elementary, self-contained classes for students with EBD. Using mixed methods to examine video observations of reading instruction and varied data sources on working conditions, we found that special educators who provided stronger instruction had a partner coleading their program, and consistent paraprofessionals, with time and support for training. Partners and paraprofessionals, together, protected special educators’ instruction time. Other conditions (i.e., material resources, role differentiation, role conceptions, planning time) emerged as potentially important, but evidence was less robust. Results indicate partners and paraprofessionals may be important forms of collegial support. These findings have important implications for improving the quality of instruction in self-contained settings for students with EBD.
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Imamova, Zulayxo Toshtemirovna. "Modern methods and training methods foreign language." International Journal on Integrated Education 3, no. 1 (January 15, 2020): 74–76. http://dx.doi.org/10.31149/ijie.v3i1.276.
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Media education, as a set of means and methods of teaching youth today is more relevant than ever. Changes in education occurring under the influence of the rapid introduction of information technology in all spheres of life, impose serious requirements on the level of competence of a teacher who needs to master the role of a consultant for a student. Researchers and educators from around the world emphasize the special need for media education.
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Stoddard, K., B. Braun, L. Dukes III, and M. A. Koorland. "Building Professional Dispositions in Pre-Service Special Educators: Assessment and Instructional Tactics." Journal of University Teaching and Learning Practice 4, no. 1 (January 1, 2007): 33–45. http://dx.doi.org/10.53761/1.4.1.4.
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Teacher preparation programs, in part due to national accreditation mandates, are beginning to examine assessment and instruction of teacher trainees’ professional behavior and dispositions more carefully than in the past. The faculty at University of South Florida St. Petersburg developed the Professional Behavior Assessment tool (PBA) for rating levels of competence within six professional behavior domains; punctuality, reaction to supervision, collaboration with colleagues, effort, enthusiasm, and ethical professionalism. Four pre-service teachers (PST) were taught the characteristics of the six domains employing written scenarios and rubrics of the PBA. Initially, the pre-service teachers held very different perceptions than faculty regarding behavior expected within each domain. After instruction the PST’s were able to use the PBA to rate scenarios similarly to faculty. Following training, PST’s reported better understanding regarding the level of expected professional behavior in the schools. As the semester progressed, faculty noted improvement in pre-service professional behavior in field settings.
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deBettencourt, Laurie U. "General Educators' Attitudes Toward Students with Mild Disabilities and Their Use of Instructional Strategies." Remedial and Special Education 20, no. 1 (January 1999): 27–35. http://dx.doi.org/10.1177/074193259902000104.
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In today's schools the demands of general educators to meet the diverse needs of their students have greatly increased. General educators need to have an increasingly large repertoire of instructional strategies to effectively meet their students' needs. In this study the frequency of several instructional strategies used by general educators at the middle school level (Grades 6, 7, and 8) was investigated. The frequency of the use of these instructional strategies by middle school teachers was compared to the amount of time they spent collaborating with special educators and also to the number of courses taken related to specialized techniques. This study also examined the attitudes general educators have toward the inclusion of students with mild disabilities. Findings indicated that the number of instructional strategies general educators use increases with the number of special education courses taken and the number of hours spent with special educators. In addition, some general educators may not have a positive attitude toward including students with disabilities in their classrooms. Discussion of these findings and implications for training are provided.
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Skrypnyk, Tetiana, Olena Martynchuk, Olha Klopota, Vytautas Gudonis, and Nataliia Voronska. "Supporting of Children with Special Needs in Inclusive Environment by the Teachers Collaboration." Pedagogika 138, no. 2 (August 31, 2020): 193–208. http://dx.doi.org/10.15823/p.2020.138.11.
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This article reveals the features of effective teamwork (teachers, specialists, parents) in management, training in working with children with special needs, in a general education school. To achieve positive results when working with children with special needs in mainstream schools, educators must have sufficient teamwork skills. The results of the study confirmed the effectiveness of the developed pedagogical, and psychological program for the optimization of command control and interaction.
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Lockwood, Adam B., Ryan L. Farmer, Kathy J. Bohan, Shannon Winans, and Karen Sealander. "Academic Achievement Test Use and Assessment Practices: A National Survey of Special Education Administrators." Journal of Psychoeducational Assessment 39, no. 4 (February 26, 2021): 436–51. http://dx.doi.org/10.1177/0734282920984290.
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This study examined current academic achievement test use and assessment practices in the United States. Special education administrators from 725 US school districts were surveyed using an online platform to determine current trends in the use of norm-referenced academic achievement tests (NRTs) and curriculum-based measures (CBMs). Administrators reported that school psychologists most commonly administered the NRTs used to help determine special education eligibility, although special education teachers also fill this role frequently, particularly in Western states. General and special educators are the most likely staff to administer CBMs. A detailed accounting of academic achievement assessment practices is discussed including which tests are used and the differences in assessment roles by region and district locale. Implications of these findings for the training of educators and for research are considered.
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Baraniewicz, Danuta, and Patrycja Gołąbek Jonak. "Combining Theory and Practice in the Professional Preparation of Future Special Educators – the Perspective of Students." Pedagogika 129, no. 1 (April 25, 2018): 33–52. http://dx.doi.org/10.15823/p.2018.03.
Full textAbstract:
The theoretical part of article contains observations on contemporary challenges facing modern schools and a modern educator/teacher. The specific character of future special educator training at the Institute of Special Education of the Pedagogical University in Cracow were presented. The authors shared the findings of their own research on realization of curriculum and expectations of students towards academic education, with particular emphasis on the role of practical teaching.
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Vezne, Rabia. "Participatory video: A non-formal education tool for adult educators." World Journal on Educational Technology: Current Issues 12, no. 4 (October 30, 2020): 231–47. http://dx.doi.org/10.18844/wjet.v12i4.5145.
Full textAbstract:
Adult education is a wide field which is dealing with the educational needs of adult learners from a diversity of groups, including people with special needs, women, refugees and asylum seekers. The aim of this study is to understand and analyse the opinions of the educators regarding their understanding of the participatory video method, the usage, the benefits and the contribution of the participatory video method to their professional development, and finally their thoughts on the participatory video method. The qualitative study and the case study with a holistic single case were used. Face-to-face interviews using semi-structured interview forms were used to collect data. The results show that the understanding of the participatory video method by the educators was the inclusion of different groups of people, collaborating and learning new skills; the benefits gained by educators were learning new things and skills; the participatory video method has contributed to their professional development and the majority of the educators are eager to implement it in their workshops and practices; and the educators perceived the participatory video method as an inclusive, connecting, tutorial and a generally positive phenomenon. These findings will inspire adult educators to use this method in their training organised for disadvantaged groups.
Keywords Adult education; participatory video method; people with special needs
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Carlin, Margaret F., Richard D. Saniga, and Nancy Dennis. "Relationship between Academic Placement and Perception of Abuse of the Voice." Perceptual and Motor Skills 71, no. 1 (August 1990): 299–304. http://dx.doi.org/10.2466/pms.1990.71.1.299.
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Informal polling of public school speech-language pathologists indicated that special education teachers referred more children for disorders of voice than did regular classroom educators. This study evaluated the effect of academic placement (regular or special education settings) upon children's and their teachers' ratings of abuse of the voice. Analysis showed the two groups of teachers' criteria for judging abusive vocal behaviors differed while the children's ratings from each setting did not differ. The special educators appeared to perceive their students' vocal behavior as more abusive possibly due to environmental constraints, training or the social affective interactions of their students.
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Douglas, Sarah N., Denise J. Uitto, Claudia L. Reinfelds, and Sophia D’Agostino. "A Systematic Review of Paraprofessional Training Materials." Journal of Special Education 52, no. 4 (June 1, 2018): 195–207. http://dx.doi.org/10.1177/0022466918771707.
Full textAbstract:
Paraprofessional training is essential for high quality special education services. Yet, educators may struggle to select appropriate materials for paraprofessional training. A review was conducted of 26 paraprofessional training materials using a rubric designed to evaluate the alignment with federal legislation and professional standards, and use of research-based adult learning methods. Results indicate many training materials aligned with federal legislation, but varied in their content focus, alignment with paraprofessional standards, and use of adult learning methods. Based on results of the review, three paraprofessional training materials reflected high quality training. Features of paraprofessional training materials, recommendations for practice, suggested improvements to training materials, limitations, and future research directions are discussed.
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Griffin-Shirley, N. "Teaching in an Orientation and Mobility Program for Chinese Special Educators." Journal of Visual Impairment & Blindness 86, no. 8 (October 1992): 371–72. http://dx.doi.org/10.1177/0145482x9208600809.
Full textAbstract:
Since China has a favored-nation status, there has been an increase in the exchange of information between the United States and China over the past few years. Through the joint efforts of these two countries, a training program for Chinese special educators was developed. This article describes the author's teaching experience and general impressions while lecturing in this special education program.
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Reina, Santana, Montesdeoca, and Roldan. "Improving Self-Efficacy Towards Inclusion in In-Service Physical Education Teachers: A Comparison between Insular and Peninsular Regions in Spain." Sustainability 11, no. 20 (October 20, 2019): 5824. http://dx.doi.org/10.3390/su11205824.
Full textAbstract:
Physical education teachers play a significant role in educating students with special education needs, but they often feel frustrated and unprepared to achieve a successful inclusion process. The lack of inadequate training has proven to have an unfavorable effect on educators’ perceived competence, confidence, and attitudes when working in inclusive settings with children with disabilities. This study evaluates the effect of a training program implemented with in-service physical educators from two different regions in Spain, insular and peninsular, in order to improve their self-efficacy in including students with disabilities in physical education. A pre- vs. post-test intervention was conducted with two groups of 142 in-service physical educators with similar age and teaching experience. The intervention improved their perceived self-efficacy in including students with physical, visual, and intellectual disabilities in physical education (p < 0.01, effect sizes = large). The physical educators teaching in the insular region improved their self-efficacy to a higher extent. This study demonstrates the invariant effect of the training program in both regions, but the self-efficacy scores of the physical educators might be constrained by the contents regarding inclusion in their pre-service training, the education policies of the region where the teaching takes place or the geographical characteristics of their workplace.
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Collier, M. "A Picocontroller Training Simulator in a Web Page." International Journal of Electrical Engineering & Education 40, no. 2 (April 2003): 158–68. http://dx.doi.org/10.7227/ijeee.40.2.6.
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A software simulator hosted in a Web page is described, and the evaluation of its effectiveness by students of the National University of Science and Technology in Zimbabwe is discussed. The processor which is simulated is the PIC16F84 picocontroller, and the screen display shows the source program, RAM locations and Special Function Registers. To minimise the size of the package, the functionality has been reduced so that it only displays a set of sample programs representing a number of key techniques in the programming of the device. Users can step through programs observing the memory changes to facilitate an understanding of the operations.
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Nketsia, William, Maxwell Peprah Opoku, Timo Saloviita, and Danielle Tracey. "Teacher Educators’ and Teacher Trainees’ Perspective on Teacher Training for Sustainable Development." Journal of Teacher Education for Sustainability 22, no. 1 (June 1, 2020): 49–65. http://dx.doi.org/10.2478/jtes-2020-0005.
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AbstractIn accordance with Sustainable Development Goal 4 (SDG 4), countries across the globe are striving to ensure equitable access to inclusive, quality and lifelong educational opportunities for all children, youth and adults by 2030. Teacher education has been identified as one of the key factors in the achievement of the SDG 4 targets. As part of the effort to ensure sustainable teacher education for the achievement of SDG 4 in Ghana, this study applied the four key concepts in the SDG 4: quality, equity, inclusion and lifelong learning, to determine the progress with regards to SDG 4 in the context of teacher education in Ghana. The specific objectives of this study were to determine the inclusive pedagogical practices, values, and knowledge that trainees acquire from the Diploma in Basic Education’s Special Education Needs (SEN) course, the adequacy of the course for preparing teachers to create inclusive classrooms and the challenges associated with the delivery of the SEN course. In this study, 167 final-year trainees and 13 teacher educators from Diploma in Basic Education Program in three colleges of education in Ghana were surveyed about their views on the SEN teacher preparation course. The study found out that the SEN course placed much emphasis on medical model view of SEN and only a minority of trainees acquired the requisite inclusive knowledge, values and pedagogical practices. The paper discusses key barriers to the development of inclusive knowledge, pedagogical practices and values among trainees as well as factors that can promote the effective training of inclusive teachers.
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Floyd, R. T. "Address to the Attendees of the 2009 NATA Athletic Training Educators' Conference." Athletic Training Education Journal 6, no. 1 (January 1, 2011): 3–4. http://dx.doi.org/10.4085/1947-380x-6.1.3.
Full textAbstract:
Editor's Note: There is a great deal to learn from our colleagues who have had critical and noteworthy contributions to athletic training education. We are pleased, therefore, to periodically include the Robert S. Behnke Keynote addresses from recipients of the Sayers “Bud” Miller Distinguished Educator Award in the current and forthcoming issues of the Athletic Training Education Journal. In this issue's special section we present the speech from R.T. Floyd, EdD, ATC, CSCS who received the Distinguished Educator Award in 2007. The wide ranging contributions by Dr. Floyd are found at http://www.nata.org/DEAwinners#2007.
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Majoko, Tawanda. "Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers." SAGE Open 9, no. 1 (January 2019): 215824401882345. http://dx.doi.org/10.1177/2158244018823455.
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This study examined the teaching competencies perceived by special needs education teachers to be essential for inclusive education. Entrenched in inclusive pedagogy, this descriptive study draws on a sample of 24 special needs education primary school teachers purposively drawn from Midlands educational province of Zimbabwe. Throughout the analysis of data, a constant comparative approach of the organization of data with continual adjustment was used. The study found that participants perceived screening and assessment, differentiation of instruction, classroom and behavior management, and collaboration to be key competencies required of teachers for inclusive education. Pre-service and in-service training of teachers in these key competencies could facilitate successful and effective implementation of inclusive education through equipping them to respond to child diversity. This study could serve as a baseline for future research on key competencies of teachers for inclusive education.
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Woolf, Sara B. "Critical Skills for Special Educator Effectiveness: Which Ones Matter Most, and to Whom?" Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 2 (May 28, 2018): 132–46. http://dx.doi.org/10.1177/0888406418776714.
Full textAbstract:
Special education teachers are expected to fulfill diverse teaching and nonteaching tasks in comparison to their general education peers. However, their performance is evaluated with measures that were normed for use with general education teachers. These specialty teachers are also routinely evaluated by professionals who may lack formal special education training or experience. These conditions render special educators vulnerable for inaccurate performance evaluation. Explicit research is needed to clarify the professional skills that are most critical to special educators’ professional effectiveness and ensure continuity of focus on these skills in preservice teacher education and employment contexts. This qualitative study builds on an earlier empirical investigation that demonstrated consensus among three sets of professionals that the standards developed by Council for Exceptional Children’s (CEC) represented skills that are critical for special education teacher effectiveness. The current study describes which skill domains were identified as critical for special education teacher effectiveness across participant groups and those that reflected distinct groups’ perspectives. Implications for future research are presented relative to strategies to more clearly articulate special education teacher expertise and ways to strengthen continuity across preservice special education teacher education and in-service professional development contexts.
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Stormont, Melissa, Wendy Reinke, and Keith Herman. "Teachers’ Characteristics and Ratings for Evidence-Based Behavioral Interventions." Behavioral Disorders 37, no. 1 (November 2011): 19–29. http://dx.doi.org/10.1177/019874291103700103.
Full textAbstract:
The vast majority of schools today are not prepared to support children's social behavior needs. One challenge is that teachers may not be knowledgeable of evidence-based practices that can be utilized with children. This study explored teachers’ agreement ratings for evidence-based and nonevidence-based behavior management practices for children with emotional and behavior needs, and whether specific teacher characteristics (educational level, amount of education and training using behavioral interventions, and position as a special or general educator) yielded differences in ratings. A survey was developed based on an extensive review of the literature in this area. The survey questions that were the main focus for this study were taken from an Institute for Educational Sciences practice guide. A total of 363 teachers of early childhood and elementary-age students served as participants. Overall, special educators had higher ratings for evidence-based practices and lower ratings for nonevidence-based practices than general educators’ ratings. Special educators also reported more confidence in their interventions. Graduate level of education was associated with lower ratings for nonevidence-based practices than undergraduate level. Teacher-rated level of training and education implementing behavior interventions was not associated with agreement with evidence or nonevidence-based practices. These findings are discussed.
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Albers, Amy E., and Carol S. Eagen. "Crossing the boundaries: A transdisciplinary approach to migrant student education." Rural Special Education Quarterly 9, no. 1 (April 1988): 9–12. http://dx.doi.org/10.1177/875687058800900103.
Full textAbstract:
The transdisciplinary approach offers an alternative to the challenge of identifying and educating the young migrant student with special needs. Educators of migrant students have often encountered difficulty in maintaining continuity and consistency in assessment and delivery of service. This article discusses the transdisciplinary team model, specifically addressing staff training, “arena” evaluation, and ongoing staff development. Potential uses of the transdisciplinary approach and the Migrant Student Record Transfer System are explored.
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Wilson, Brian, and Jan McCrary. "The Effect of Instruction on Music Educators' Attitudes toward Students with Disabilities." Journal of Research in Music Education 44, no. 1 (April 1996): 26–33. http://dx.doi.org/10.2307/3345411.
Full textAbstract:
Before and after completing a university course for teaching music to special education learners, master's-level music education students ( N = 18) were given a measure examining their attitudes toward students with disabilities. The survey instrument consisted of 20 statements describing five different groups of students; these were learners with emotional, physical, multiple, mental, or no impairments. The participants were directed to indicate strength of agreement or disagreement with the following statements: “I would feel comfortable in interacting with this individual,” “I would be willing to work with this individual,” and “I would feel capable in working professionally with this individual.” Results showed an increase in the participants' responses to the statement “I would feel more capable in working professionally” but a statistically significant decrease ( p < . 05) to the statement “I would be willing to work” with special-needs learners after the completion of training.
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Klick, Pamela, and Maureen Schmitt. "Professional Preparation of Clinical Educators in University Graduate Programs." Perspectives on Issues in Higher Education 13, no. 2 (October 2010): 49–57. http://dx.doi.org/10.1044/ihe13.2.49.
Full textAbstract:
The purpose of this research was to gather information regarding current practices in training clinical faculty for supervision in Communication Sciences and Disorders programs. The research was designed to gather information regarding preparation in clinical supervision completed prior to supervising in university clinics, continuing education experiences in supervision, strategies that clinical educators may use as the result of experience and/or training, and training/support at the department/university level. Data were derived from a survey distributed to speech-language pathologists involved in clinical supervision using systematic random sampling of graduate programs accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association (ASHA). Data were analyzed utilizing descriptive statistics. Preliminary results indicated the need for the development of additional strategies to support the advancement of training in clinical supervision and the design of new training tools consistent with the 2008 position statement from ASHA’s Special Interest Division 11, Administration and Supervision.
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Avramidi, Athina, and Drossinou-Korea Maria. "Self-observation as a pedagogical method in the education of people with Autism Spectrum Disorders (ASD)." Technium Social Sciences Journal 10 (August 3, 2020): 98–106. http://dx.doi.org/10.47577/tssj.v10i1.1388.
Full textAbstract:
In the present paper, the method of self-observation is examined as the basis for the pedagogy of special educational interventions in people with Autism Spectrum Disorders (ASD) (American Psychiatric Association, 2013). This is part of the informal pedagogical assessment that parents attempt as co-educators but also philologists as intervening educators in order to understand children with autism. The main work case explores the dynamics of pedagogical self-observation in a specific case study from Truffaut's French film, "The Wild Child" (Itard, 1990). The methodology of observing the special educational needs with emphasis on ADS is applied according to the pedagogical tool, the Targeted Individual Structured Integration Program of Special Education and Training (TISIPSET) (Drossinou-Korea, 2017). The results present data from the interactive relationship during homeschooling between the educator and physician Itard, who has adopted and educates Victor "The Wild Child." The observations and self-observations recorded confirm the difficulties of understanding childhood autism.
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Takács, István, and Katalin Szalai. "Mental Hygienic Aspects of Animal Assisted Education." Practice and Theory in Systems of Education 10, no. 2 (May 1, 2015): 150–56. http://dx.doi.org/10.1515/ptse-2015-0014.
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AbstractThe Institution for Special Education at the Faculty of Pedagogic of the University of Kaposvár has been engaged in animal assisted activities for about three years. Our most recent research program was conducted for over two month in the Spring of 2014 with the involvement of 66 children - all kindergarten and elementary school age -, 11 special educators, physicians, psychologists, special educators, teachers, ethologists. The primary focus of our research was the development (and examination) of memory however observations with ethological and mental hygiene angles were a natural segment of our work. A significant part of the observations pointed to factors that both the children and their educators have experienced: the acceptance of each-other, an increased level of tolerance, an increased attention level towards the partner (human and animal). The teachers gave account of their respective observations in a small conference at the end of the last school year. Researches were offered a glimpse into the unique world of the relationship between a part of “living nature” - the pygmy rabbit in our case - and humans. During the 12 sessions of the training our colleagues have made observations that could serve as basis for a new system of paradigms of animal assisted pedagogics in the future. Our experience can also be re-considered with aspects of remedial pedagogics: we are convinced that animal assistance can become an accentuated part of the care of children and students with impairments. This is also implied by the fact that preparatory works for the continuation of this research at a kindergarten and at a school are already in progress.
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O.A., Mkrtichian. "RESEARCH OF THE PROBLEM OF TRAINING FUTURE TEACHERS IN FOREIGN THEORY AND PRACTICE." Collection of Research Papers Pedagogical sciences, no. 92 (January 29, 2021): 61–67. http://dx.doi.org/10.32999/ksu2413-1865/2020-92-10.
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In the context of globalization trends of innovative development of the preschool education system, the problems of the content of professional training of specialists of preschool educational institutions, in particular in foreign countries of the world, become especially relevant. Training a competitive in the labor market, highly qualified, professionally competent, creative specialist who is fluent in the acquired skills and abilities, strives for professional growth, social and professional mobility, is the important aspect of education system.The article reflects the current trends in education in the world, cultural centuries-old relations between these countries, the specifics of their cultural and national traditions and manifests itself in the value-based principles on which this training is based, in its structure, content and organization; the general and special in training of experts of preschool education abroad in modern conditions is revealed. Thus, preschools in Denmark are known for the high quality of pedagogical work, whose activities are aimed at developing educational potential and the formation of psychological, pedagogical and social skills of children, stimulating their imagination, creativity and speech skills, involvement in cultural values and nature; the training of future educators in France takes place both in the institutions of higher education and in the system of secondary special education and involves a change in the structure and content of education.In Germany, specialist training takes place in secondary special institutions, in particular, social and pedagogical colleges. In the modern training of educators there is a strengthening of the methodological and didactic side, but in many respects it focuses on the didactics and methods of teaching primary school. The responsibility for the professional education of educators of the Belarusian preschool institutions is assigned to pedagogical colleges and institutions of higher education. The level of teacher training determines his social status and includes: training of general educators; specialists in new specialties in colleges; educators for preschool educational institutions of new types; social, correctional teachers, teachers-rehabilitation specialists, psychologists and heads of a separate profile; teachers-managers. The conditions of training of educators of preschool institutions China and Turkey are also characterized.Key words: future educators, professional training, institution of higher education, foreign experience, pedagogical process, applicants for education. У контексті глобалізаційних тенденцій інноваційного розвитку системи дошкільної освіти особливої актуальності набувають проблеми змісту професійної підготовки фахівців дошкільних навчальних закладів, зокрема в зарубіжних країнах світу. Підготовка конкурентоздатного на ринку праці, висококваліфікованого, професійно компетентного, креативного спеціаліста, який вільно володіє набутими вміннями і навичками, прагне до професійного зростання, соціальної і фахової мобільності, – важливий аспект системи освіти.У статті відображаються сучасні тенденції розвитку освіти у світі, культурні багатовікові відносини між цими країнами, специфіка їх культурних національних традицій проявляється в ціннісно-цільових засадах, на яких будується ця підготовка, в її структурі, змісті та організації; виявлено загальне й осо-бливе в підготовці фахівців дошкільної освіти за кордоном в сучасних умовах. Так, дошкільні установи в Данії відомі високою якістю педагогічної роботи, діяльність яких спрямована на розвиток навчаль-ного потенціалу та формування психологічних, педагогічних і соціальних навичок дітей, стимуляцію їх фантазії, творчості та мовленнєвих навичок, на залучення до культурних цінностей і природи; під-готовка майбутніх вихователів Франції відбувається як у ЗВО, так і в системі середньої спеціальної освіти й передбачає зміну структури та змісту освіти.У Німеччині підготовка фахівця відбувається в середньо-спеціальних установах, зокрема соціаль-но-педагогічних технікумах. У сучасній підготовці вихователів є посилення методико-дидактичної сторони, але ж багато в чому вона орієнтується на дидактику та методику навчання початкової шко-ли. Відповідальність за професійну освіту вихователів ЗДО Білорусі покладено на педагогічні коледжі й ЗВО. Рівень підготовки фахівців визначає його соціальний статус і передбачає: підготовку виховате-лів загального профілю; фахівців за новими спеціальностями в коледжах; вихователів для дошкільних освітніх установ нових типів; соціальних, корекційних педагогів, педагогів-реабілітологів, психологів і керівників окремого профілю; педагогів-управлінців. Також схарактеризовано умови підготовки вихо-вателів ЗДО Китаю та Туреччини.Ключові слова: майбутні вихователі, професійна підготовка, заклад вищої освіти, зарубіжний досвід, педагогічний процес, здобувачі освіти.
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Hoover, John J., and Lucinda Soltero-González. "Educator Preparation for Developing Culturally and Linguistically Responsive MTSS in Rural Community Elementary Schools." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 41, no. 3 (February 7, 2018): 188–202. http://dx.doi.org/10.1177/0888406417753689.
Full textAbstract:
Special educators assume an essential leadership role in school-wide multilayered instructional systems for teaching culturally and linguistically diverse learners with and without disabilities, including learners at risk of being inappropriately referred for special education. Research findings from a model demonstration project are presented informing research to practice in the (a) development of partnerships, (b) delivery of effective professional development, and (c) framing of cultural and linguistic responsive teaching to improve instruction for English learners (ELs) in Grades K-3 in elementary schools in a rural community. Content, skill sets, and tools to include in educator training for general and special educators who teach English language and other diverse learners are recommended based on project findings.