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

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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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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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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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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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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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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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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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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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 (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 innova

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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 (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 b

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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 prese

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Glynne-Jones, Marjorie. "UK Council for Music Education and Training." British Journal of Music Education 7, no. 3 (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 (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 s

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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 (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 te

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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 (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 geographica

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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 (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

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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 (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, anothe

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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 (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, anothe

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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 (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 t

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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 (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 co

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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 (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 n

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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 (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 fo

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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 (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, et al. "Working Conditions and Special Educators’ Reading Instruction for Students With Emotional and Behavioral Disorders." Exceptional Children 87, no. 4 (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

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Imamova, Zulayxo Toshtemirovna. "Modern methods and training methods foreign language." International Journal on Integrated Education 3, no. 1 (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 (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 th

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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 (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 numbe

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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 (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 (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 educ

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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 (2018): 33–52. http://dx.doi.org/10.15823/p.2018.03.

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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 (2020): 231–47. http://dx.doi.org/10.18844/wjet.v12i4.5145.

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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. Fac

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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 (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

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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 (2018): 195–207. http://dx.doi.org/10.1177/0022466918771707.

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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

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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 (1992): 371–72. http://dx.doi.org/10.1177/0145482x9208600809.

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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 (2019): 5824. http://dx.doi.org/10.3390/su11205824.

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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

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Collier, M. "A Picocontroller Training Simulator in a Web Page." International Journal of Electrical Engineering & Education 40, no. 2 (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 chan

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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 (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

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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 (2011): 3–4. http://dx.doi.org/10.4085/1947-380x-6.1.3.

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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://ww

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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 (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 co

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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 (2018): 132–46. http://dx.doi.org/10.1177/0888406418776714.

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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 effe

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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 (2011): 19–29. http://dx.doi.org/10.1177/019874291103700103.

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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 surve

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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 (1988): 9–12. http://dx.doi.org/10.1177/875687058800900103.

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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 (1996): 26–33. http://dx.doi.org/10.2307/3345411.

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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 will

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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 (2010): 49–57. http://dx.doi.org/10.1044/ihe13.2.49.

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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 invo

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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.

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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 specia

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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 (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 se

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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 ed

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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 (2018): 188–202. http://dx.doi.org/10.1177/0888406417753689.

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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 e

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