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Full-Text Articles in Education
Making It Work! Increasing Collaboration Between Our Special Education And General Education Licensure Programs At Msu Denver, Rebecca L. Canges, Lisa Altemueller, Kara Halley
Making It Work! Increasing Collaboration Between Our Special Education And General Education Licensure Programs At Msu Denver, Rebecca L. Canges, Lisa Altemueller, Kara Halley
Journal of Educational Research and Innovation
Teachers have been identified as one of the most important factors in the success of inclusive education. However, many preservice teachers report feeling inadequately prepared for supporting the needs of students with disabilities in their classroom. The following paper presents a detailed look at how one Institution of Higher Education has been working to build a collaborative program so that their preservice elementary and secondary teachers graduate with a higher rate of self-efficacy for teaching students with disabilities in an inclusive classroom.
As Catholic Schools Become More Diverse, How Should We Prepare New Catholic School Educators For Inclusive Schools? An Analysis Of Research On University And Diocesan Teacher Training, Rebekka J. Jez, Julie C. Cantillon, Lauren H. Ramers, Melissa M. Burgess
As Catholic Schools Become More Diverse, How Should We Prepare New Catholic School Educators For Inclusive Schools? An Analysis Of Research On University And Diocesan Teacher Training, Rebekka J. Jez, Julie C. Cantillon, Lauren H. Ramers, Melissa M. Burgess
Journal of Catholic Education
Educators can improve academic and socio-emotional wellbeing of their students if they are equipped with strategies and skills to support learners and families from a variety of diverse backgrounds and experiences, such as culturally and linguistically diverse students, students with differing abilities, and those who may experience trauma and/or socio-economic challenges. To learn more about this topic a Catholic university and local diocese examined the literature on the impact of Catholic teachers in under-resourced schools, practices for training Catholic educators with skills to meet the needs of all learners, and the structures needed to ensure that diocesan and university supervisors …
Field-Based Experiences In Special Education Teacher Training: What Teacher Educators Do (And Should Do), Michelle Simmons, Laurie A. Sharp
Field-Based Experiences In Special Education Teacher Training: What Teacher Educators Do (And Should Do), Michelle Simmons, Laurie A. Sharp
Journal of Research Initiatives
Beginning teachers face a wide array of challenges in today’s PreK-12 classrooms. These challenges are magnified for beginning special education teachers who must meet the needs of an extremely diverse student population. To prepare beginning special education teachers for classroom realities, teacher educators must recognize and use high-leverage preparation practices in coursework and field-based experiences during teacher training. The goal of the present study was to conduct a state-level analysis that examined ways in which teacher educators implemented field-based experiences with preservice special education teachers. A cross-sectional survey research design was used to gather qualitative data from a sample of …
Assessment In Special Education Teacher Preparation: An Examination Of Practices, Michelle Simmons, Laurie A. Sharp
Assessment In Special Education Teacher Preparation: An Examination Of Practices, Michelle Simmons, Laurie A. Sharp
Northwest Journal of Teacher Education
There have been significant changes in special education and assessment over the past four decades. These changes have affected how university-based educator preparation programs train preservice special educators to address assessment in their professional practices to ensure that they enter classrooms with specialized assessment expertise and practice aligned with the Council for Exceptional Children’s preparation standards. This study identified specific preparation practices that special education teacher educators use with their candidates to develop understandings of assessment. Qualitative data were analyzed using a dual-level systematic coding scheme; findings revealed strengths in teacher training and highlighted opportunities for growth. Implications for special …
The Technological Barriers Of Using Video Modeling In The Classroom, Desha Marino, Janice Myck-Wayne
The Technological Barriers Of Using Video Modeling In The Classroom, Desha Marino, Janice Myck-Wayne
The Journal of Special Education Apprenticeship
The purpose of this investigation is to identify the technological barriers teachers encounter when attempting to implement video modeling in the classroom. Video modeling is an emerging evidence-based intervention method used with individuals with autism. Research has shown the positive effects video modeling can have on its recipients. Educators working with individuals with autism have encountered numerous barriers when implementing video modeling as an intervention strategy. Therefore, this project attempts to discover potential barriers on the topic of video modeling and possible solutions to the problem.
How A Teacher Educator In The Field Of The Education Of Hearing-Impaired Children Provides Feedback To A Student Teacher, Hasan Gürgür
How A Teacher Educator In The Field Of The Education Of Hearing-Impaired Children Provides Feedback To A Student Teacher, Hasan Gürgür
Australian Journal of Teacher Education
The aim of this article was to investigate how an experienced teacher educator (TE) specialized in the education of hearing-impaired children provides feedback to a student teacher regarding a planned, one-to-one conversation activity. This case study was conducted at Anadolu University, Education and Research Center for Hearing-Impaired Children with the participation of a TE, a student teacher, and a hearing-impaired student. Based on the study results, main themes relating to the TE’s activities before, during, and after the conversation and his feedback were identified. The study findings were discussed in light of the current literature, and various recommendations were proposed.
No Teacher Left Behind: Educating Students With Asd And Adhd In The Inclusion Classroom, Michaela N. Jones, Kimberly P. Weber, T.F. Mclaughlin
No Teacher Left Behind: Educating Students With Asd And Adhd In The Inclusion Classroom, Michaela N. Jones, Kimberly P. Weber, T.F. Mclaughlin
The Journal of Special Education Apprenticeship
The purpose of the present study was to evaluate the effects of a token economy on on-task behaviors by two seventh grade boys with varying disabilities within a public school inclusion classroom setting. At the end of the study, the participant identified with ASD increased his on-task behaviors approximately 52%. The participant identified with ADHD increased about 59% and decreased an average of 3.3 talk-outs per minute, although there were environmental limitations that impacted the design and confounded the ability to determine an educational effect. One specific limitation was the lack of support for the general education teacher to influence …