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Full-Text Articles in Education
Interprofessional Practice Aligns With New California Teacher Performance Expectations For Students With Complex Communication Needs, Kai J. Greene, M.C. Kate Esposito
Interprofessional Practice Aligns With New California Teacher Performance Expectations For Students With Complex Communication Needs, Kai J. Greene, M.C. Kate Esposito
The Journal of Special Education Apprenticeship
Educators are bound to encounter students with a broad range of speech-language and communication needs in their respective classrooms. According to federal mandates, current and future teachers are required to implement inclusive practices, which involves providing access to communication for all students. This practitioner-focused article shares an interprofessional practice collaborative project developed between a university teacher preparation program and the speech-language pathology division of a large urban school district. As part of a requisite credential course on language development and early literacy skills, pre-candidate students in the education specialist credential program complete a course assignment led by a school-based speech-language …
Creativity In The Virtual Classroom: Engaging Online Special Education Teacher Candidates In Their Own Learning, Rob Shauger, Kathleen A. Boothe, Marla J. Lohmann
Creativity In The Virtual Classroom: Engaging Online Special Education Teacher Candidates In Their Own Learning, Rob Shauger, Kathleen A. Boothe, Marla J. Lohmann
The Journal of Special Education Apprenticeship
According to the National Center for Education Statistics (2022), the number of college students enrolled in at least one online course was approximately 11 million during the 2021-2022 school year. Knowing that institutes of higher education (IHEs) are responsible for teaching students who are primarily online learners, special education teacher preparation programs at IHEs need to change their focus on how to meet these online learners' needs. There is plentiful research on what faculty should include in their online classes, but finding specific strategies and activities that engage students in their own learning can be challenging. This article provides teacher …
Ready Or Not, Here We Go! Preparing For The Education Specialist Teaching Performance Assessment, Rosalinda J. Larios, Calli Lewis Chiu, Rohanna Ylagan-Nicanor
Ready Or Not, Here We Go! Preparing For The Education Specialist Teaching Performance Assessment, Rosalinda J. Larios, Calli Lewis Chiu, Rohanna Ylagan-Nicanor
The Journal of Special Education Apprenticeship
In the state of California, the Education Specialist Teaching Performance Assessment (EdSp TPAs) is the latest accountability measure to be required of aspiring education specialists. Existing literature has been overwhelmingly critical of the TPAs (Dover, 2022; Valdez et al., 2020). And now, in the dawn of the EdSp TPAs, there must be a candid conversation about preparing candidates sufficiently for the TPAs in order to avoid exacerbating the field that is struggling to recruit teachers. This article discusses three significant obstacles in preparing candidates for the assessment: challenges associated with identifying focus students, insufficient preparation among mentor teachers, and program …
Understanding Novice Special Education Teachers’ And Paraeducators’ Mentorship Relationships: A Comparative Case Study, Maya Evashkovsky, Anna V. Osipova
Understanding Novice Special Education Teachers’ And Paraeducators’ Mentorship Relationships: A Comparative Case Study, Maya Evashkovsky, Anna V. Osipova
The Journal of Special Education Apprenticeship
Novice special education teachers (SETs) often report on stress and burnout in their jobs, identifying collaboration with colleagues as a factor that supports them during the first years (Belknap & Taymans, 2015). While previous research focused on teachers' support from their mentor teachers, administrators, and colleagues, in this study we examined the mentorship relationship between SETs and their classroom paraeducators. We analyzed interviews of three novice SETs who taught in a large urban school district. All participants taught in Special Day Classrooms (SDC) and worked closely with paraeducators. The findings of this comparative case study suggest that these relationships are …
Together We Go Far: Helping Doctoral Scholars Develop Collaborations In Special Education Research, Shanna E. Hirsch Ph.D., Nathan A. Stevenson Ph.D., Kaci Ellis M.Ed., Rhonda N.T. Nese Ph.D.
Together We Go Far: Helping Doctoral Scholars Develop Collaborations In Special Education Research, Shanna E. Hirsch Ph.D., Nathan A. Stevenson Ph.D., Kaci Ellis M.Ed., Rhonda N.T. Nese Ph.D.
The Journal of Special Education Apprenticeship
Collaboration is an undeniably important part of academic work, making challenging, ambitious research possible and more efficient. Collaboration also serves as a foundation for scholarly networks of individuals with shared interests, values, and goals that support one another in many ways. In addition, collaboration is described as a critical component in recent doctoral funding calls (i.e., U.S. Department of Education, Personnel Development to Improve Services and Results for Children with Disabilities). Despite its importance, few special education scholars receive any formal guidance or training on practical, sustainable collaboration in academia. The need for a framework to support collaborations within special …
Exploration Of Training Needs Of Paraprofessionals To Support Students With Disabilities, Amy Lichte M.Ed, Andrew R. Scheef Ph.D.
Exploration Of Training Needs Of Paraprofessionals To Support Students With Disabilities, Amy Lichte M.Ed, Andrew R. Scheef Ph.D.
The Journal of Special Education Apprenticeship
Paraprofessionals are often hired to conduct one-on-one or small group support to students with disabilities within the K-12 school system. Existing literature illustrates a limited expectation that paraprofessionals in school districts receive training surrounding their job requirements. With the rise of students being identified for special education services and the lack of training often received by paraprofessionals, questions arise related to the training backgrounds and needs necessary for professionals to support students with disabilities in the classroom. This study sought to better understand the extent to which paraprofessionals believe they are trained to performed requisite job duties. In addition, participants …
Table Of Contents
The Journal of Special Education Apprenticeship
No abstract provided.
Teacher Knowledge Of Attention-Deficit/Hyperactivity Disorder And Classroom Management, Sarah J. Bolinger, Dr. Winnie Mucherah, Dr. Andrew M. Markelz
Teacher Knowledge Of Attention-Deficit/Hyperactivity Disorder And Classroom Management, Sarah J. Bolinger, Dr. Winnie Mucherah, Dr. Andrew M. Markelz
The Journal of Special Education Apprenticeship
There is limited research on teacher knowledge of Attention Deficit Hyperactivity Disorder (ADHD) and classroom management; however, research suggests that teacher knowledge of ADHD influences teaching behaviors. This study investigates general education teachers’ and special education teachers’ knowledge of ADHD and the interaction with classroom management. In this study, 17 teachers responded to surveys about knowledge of ADHD and classroom management. Teachers scored an average of 61% on the knowledge of ADHD questionnaire. Contrary to the hypothesis, teacher knowledge of ADHD was not significantly related to classroom management. The relationship between knowledge of ADHD and classroom management needs further examination …
Examining The Perspectives Of Elementary Education Teachers Prepared Through Traditional And Dual License Programs, Kelly A. Swindlehurst Ph.D., Colby T. Kervick Ed.D, Katharine G. Shepherd Ed.D
Examining The Perspectives Of Elementary Education Teachers Prepared Through Traditional And Dual License Programs, Kelly A. Swindlehurst Ph.D., Colby T. Kervick Ed.D, Katharine G. Shepherd Ed.D
The Journal of Special Education Apprenticeship
Preparing classroom teachers to work with students with diverse learning needs is a challenge that has been well documented by the literature. Earning a dual license in general and special education has been posited as one possible solution to this challenge. This paper reports on a qualitative study that examined the differences between dually licensed and traditionally prepared educators with regards to their self-efficacy and ideas about inclusion. Findings suggest that teachers who earn a dual license in general education and special education may have a stronger sense of self-efficacy as well as a stronger skill set for working with …
Table Of Contents
The Journal of Special Education Apprenticeship
No abstract provided.
A Qualitative Examination Of The Serviceability Of Teaching Practice Modifications Aimed For Special Education Teacher Candidates, Veysel Aksoy Ph.D., Tezcan Çavuşoğlu Res. Asst., Gülefşan Özge Kalayci Res. Asst.
A Qualitative Examination Of The Serviceability Of Teaching Practice Modifications Aimed For Special Education Teacher Candidates, Veysel Aksoy Ph.D., Tezcan Çavuşoğlu Res. Asst., Gülefşan Özge Kalayci Res. Asst.
The Journal of Special Education Apprenticeship
The process of training special education teacher candidates is an issue that has been widely discussed in literature, yet there is no consensus as to the most effective method. Therefore, it is recommended that methods designed to meet the needs of special education teacher candidates with proven efficiency should be used collectively. This research analyzed the serviceability of the teaching practice process considering its strength and weaknesses based on the views of special education teacher candidates and observations of researchers.
Editorial Summer Issue
The Journal of Special Education Apprenticeship
No abstract provided.
Effects Of A Graphic Organizer Intervention Package On The Mathematics Word Problem Solving Abilities Of Students With Autism Spectrum Disorders, Lauren A. Delisio, Caitlyn A. Bukaty, Matthew Taylor
Effects Of A Graphic Organizer Intervention Package On The Mathematics Word Problem Solving Abilities Of Students With Autism Spectrum Disorders, Lauren A. Delisio, Caitlyn A. Bukaty, Matthew Taylor
The Journal of Special Education Apprenticeship
Many of the top 21 st century careers require advanced mathematics skills. However, mathematics is a known area of difficulty for students with disabilities (SWD), as they struggle in this area at a higher rate than peers without disabilities (O’Brien, 2016). Mathematical word problems incorporate comprehension of written language, an area known to pose additional challenges for SWD identified as having autism spectrum disorders (ASD; Smith-Myles, Simpson, & Becker, 1995). The authors describe an intervention involving the K-N-W-S graphic organizer, studied for the first time with the intent of examining its effect on mathematical word problem solving of students with …
Strategies For Supporting Students Who Are Twice-Exceptional, Janet Josephson, Charlton Wolfgang, Rich Mehrenberg
Strategies For Supporting Students Who Are Twice-Exceptional, Janet Josephson, Charlton Wolfgang, Rich Mehrenberg
The Journal of Special Education Apprenticeship
No abstract provided.
An International Immersion Into Co-Teaching: A Wake-Up Call For Teacher Candidates In General And Special Education, Kevin Oh, Wendy Murawski, Natalie Nussli
An International Immersion Into Co-Teaching: A Wake-Up Call For Teacher Candidates In General And Special Education, Kevin Oh, Wendy Murawski, Natalie Nussli
The Journal of Special Education Apprenticeship
This case study explored the short-term international co-teaching experience of pre-service general education teachers who were paired up with intern special education teachers (N = 8) to provide English language instruction to students in South Korea. Pre-, during-, and post-data were collected to investigate how the participants experienced their co-teaching. The narratives of two participants were chosen for phenomenological analysis, reflecting an overwhelmingly positive and a rather negative co-teaching experience. The key ingredients to a successful partnership were identified as open communication, the willingness to accept both positive and negative feedback, the willingness to learn from or get inspired by …
The Extent Of Autism Knowledge Of Novice Alternatively Certified Special Education Teachers In Texas, Jennifer Alward Hauber, Smita Shukla Mehta, Bertina H. Combes
The Extent Of Autism Knowledge Of Novice Alternatively Certified Special Education Teachers In Texas, Jennifer Alward Hauber, Smita Shukla Mehta, Bertina H. Combes
The Journal of Special Education Apprenticeship
An increase in the prevalence rate of autism is not necessarily matched by a concurrent increase in the rate of highly qualified special education teachers, resulting in chronic teacher shortages in this area. Alternative certification (AC) is used as a mechanism to alleviate the demand for highly qualified special education teachers. However, AC routes have often left novice teachers underprepared for teaching students with autism, more specifically in the implementation of evidence-based practices necessary for instructional effectiveness. The purpose of the study was to assess the knowledge of novice AC teachers in the area of autism intervention and to determine …
Risk And Resilience In Beginning Special Education Teachers, Bridget Belknap, Juliana Taymans
Risk And Resilience In Beginning Special Education Teachers, Bridget Belknap, Juliana Taymans
The Journal of Special Education Apprenticeship
Special education teachers leave the field at a rate that outpaces their general education teacher counterparts, with special education teaching positions unfilled at a rate 5.5 times greater than general education positions (Boe, 2006). This study identified perceptions of risk and resilience in nine first year special education teachers in order to identify how to best support and retain them. Through semi-structured interviews the teachers described their experiences in the following roles (1) co-teaching, (2) self-contained, (3) case management, and (4) “other” (e.g., coach, tutor). Participants identified and positively or negatively ranked six “feeling” words they experienced in each role, …
Examining The Quality Of Secondary Transition Plans Against Research-Based Criteria In Preparing Students With Disabilities For Postsecondary Success, Vickie Miller-Warren
Examining The Quality Of Secondary Transition Plans Against Research-Based Criteria In Preparing Students With Disabilities For Postsecondary Success, Vickie Miller-Warren
The Journal of Special Education Apprenticeship
As required by law a transition plan is supposed to be designed to clearly define a student’s postsecondary goals by addressing the strengths, needs, and interests of the student in order to develop an appropriate curricular plan and community-based instruction necessary to meet the student’s outlined postsecondary goals (Collet-Klingenberg & Kolb, 2011; IDEA, 2004). This study examined the secondary transition plans of students with disabilities, who graduated in 2011 from a small rural school district, for quality based on a set of research-based criteria in preparing the students’ to meet their desired postsecondary goals. Although the majority of the transition …
Attitudes About Inclusion: Through The Lens Of Practitioners And Novices, Janet R. Desimone, Nancy Maldonado, M. Victoria Rodriguez
Attitudes About Inclusion: Through The Lens Of Practitioners And Novices, Janet R. Desimone, Nancy Maldonado, M. Victoria Rodriguez
The Journal of Special Education Apprenticeship
The purpose of this study was to examine the attitudes of preservice and inservice education students, towards inclusion in school settings. Graduate students working on their New York State teacher certification in early childhood special education (n= 152) completed a survey, Attitudes Toward Inclusion. The survey addressed the following: attitudes towards various disabilities; perceptions of preparedness to modify instruction for students with disabilities and to meet their needs; willingness to include students with more severe disabilities in their classrooms; placement issues; and impact on general education students. The findings revealed three major themes: 1) inclusion for some students with special …
Barriers To Full Participation In The Individualized Education Program For Culturally And Linguistically Diverse Parents, Arpi Tamzarian, Holly M. Menzies, Leila Ricci
Barriers To Full Participation In The Individualized Education Program For Culturally And Linguistically Diverse Parents, Arpi Tamzarian, Holly M. Menzies, Leila Ricci
The Journal of Special Education Apprenticeship
The Individuals with Disabilities Education Improvement Act (2004) mandates that schools facilitate parent participation in planning the Individual Education Program (IEP). However, culturally and linguistically diverse parents are less likely to feel fully included in the IEP process. In this article we examine three sources of cross-cultural communication difficulties: verbal and non-verbal communication styles, bureaucratic procedures, and cultural assumptions about disability and intervention. We conclude by suggesting schools use an empathetic approach to improve communication in the IEP process.
Ecological Factors In Social Skill Acquisition: High School Students With Emotional And/Or Behavioral Disorders, Sarah K. Anderson, Kari Chiasson
Ecological Factors In Social Skill Acquisition: High School Students With Emotional And/Or Behavioral Disorders, Sarah K. Anderson, Kari Chiasson
The Journal of Special Education Apprenticeship
The purpose of the study was to develop a grounded theory of the underlying social processes and/or other ecological factors that impact the effectiveness of skill acquisition for students with emotional and/or behavioral disorders in a Midwestern city in the United States. Theory development was based on in-depth investigation of five students with emotional and/or behavioral disorders (EBD), who were taught assertive communication skills. This study examined ecological factors impacting the learning of a new social skill and the socialization skills of students with EBD. Based on the findings of this study, three broad conclusions are offered: (a) students identified …