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The National Board For Professional Teaching Standards: Professional Assessment For Teachers Of Students With Exceptional Needs, Ronald G. Helms Ph.D.
The National Board For Professional Teaching Standards: Professional Assessment For Teachers Of Students With Exceptional Needs, Ronald G. Helms Ph.D.
Electronic Journal for Inclusive Education
The National Board for Professional Teaching Standards (NBPTS) has established five areas of Exceptional Needs as new certification areas: Early Childhood through Young Adult/Exceptional Needs (birth to 8 years), Mild and Moderately Impaired (5 to 21+ years), Severe and Multiply Impaired (5 to 21+ years), Visually Impaired (birth to 21+ years), and Deaf/Hard of Hearing (birth to 21 + years). Pre K - 12+ Exceptional Needs teachers may now be recognized by their schools, communities, state, and nation as master teachers. Teachers are clearly central to planning, implementing, developing, and modifying NBPTS policies and procedures. Only Special Needs educators will …
Including A Student With An Attention Problem: Strategies For Including A Student With An Attention Problem In The General Education Classroom, Mark S. Brown Ed.D., Patricia Ilderton
Including A Student With An Attention Problem: Strategies For Including A Student With An Attention Problem In The General Education Classroom, Mark S. Brown Ed.D., Patricia Ilderton
Electronic Journal for Inclusive Education
A student with an attention problem may meet with academic problems when she is placed in the general education classroom. The general education teacher with assistance from the special education intervention specialist should collaboratively develop curriculum and environmental adaptations that will allow the included student to meet with greater academic and social success. This observational study offers strategies for working with a child with an attention problem for both the general education teacher and the special education intervention specialist. Academic and curriculum strategies are presented to proactively address the social and academic strengths of a student with attention problems who …
Life And Times Of Individuals With Mental Retardation: 40 Years Of History, Rhonda S. Black Ph.D., Beverly A. Salas
Life And Times Of Individuals With Mental Retardation: 40 Years Of History, Rhonda S. Black Ph.D., Beverly A. Salas
Electronic Journal for Inclusive Education
If we look to the not so distant past, we see a history of lost opportunities for employment and the chance to meaningfully contribute to society for individuals with mental retardation (Murphy & Rogan, 1995). Many issues surround why these individuals have not been more included within our society, particularly in the employment sector. Fears, questions, and concerns abound when looking at these issues. Such questions are: Why would I want to hire an individual with mental retardation? How much cost is associated with various accommodations that may be required? What unknowns are involved in hiring a person with mental …
Reframing Educational Psychology For The New Millennium, Jill Lindsey North Ph.D.
Reframing Educational Psychology For The New Millennium, Jill Lindsey North Ph.D.
Electronic Journal for Inclusive Education
The role of education psychology in the 21st century must be to provide a research-based pedagogical foundation upon which preservice and practicing teachers can draw to develop the habits of mind necessary to ensure all students learn. Historically, the field of educational psychology is the study of how people learn (Crowel, Podell, & Kaminsky, 1997). However, the work most associated with the field of educational psychology during the 20th century has been the development of tests and measurements to identify learners' capacities and abilities. Much of the work by educational psychologists has been focused on identifying extremes of performance in …
Lessons Learned From Special Education Leadership Development Knowledge Diffusion And Schools As Organization, Jason Earle Ph.D., Susan G. Clark Ph.D.
Lessons Learned From Special Education Leadership Development Knowledge Diffusion And Schools As Organization, Jason Earle Ph.D., Susan G. Clark Ph.D.
Electronic Journal for Inclusive Education
Foundations and Leadership, recognized that to facilitate the successful implementation of IDEA provisions in local schools, educators need a sound conceptual understanding of congressional intent and best practice and opportunities to collaborate in new ways with school organization colleagues. To this end, the State Superintendent's Task Force for the Preparation of Special Education Personnel awarded UA a $25,000 grant to provide school teams, rather than individuals, with the needed skills to implement the IDEA in their organization. Six area school/districts were invited to send a four-person team to attend a series of four weekend workshops centered on the law and …