Special Education and Teaching Commons^™

Cooperating Teachers' Experiences Mentoring Preservice Teachers, David H. Lewis

Special Education ETDs

Abstract

Recent literature was reviewed to locate articles with perspectives and attitudes of cooperating teachers who work with preservice teachers at school sites in coordination with institutions that have teacher preparation programs in general and/or special education. The results showed an emphasis in reporting the external aspects of being a cooperating teacher such as the daily activities, and little was reported about the internal aspects of being a cooperating teacher such as personal experience and rationale for working a preservice teacher into a classroom. This led to the research question “What do cooperating teachers report as their experiences while mentoring …

Educating Deaf Learners: A Book Review, J. Lindsey Kennon

Journal of Human Services: Training, Research, and Practice

Deaf education educator preparation programs are charged with serving their pre-service educators by providing current and relevant curricula in order to prepare them for the certification process and for the classroom environment. This book review was conducted in anticipation of possible adoption of a new text in the curriculum of a current Deaf and Hard of Hearing educator preparation program.

From The Co-Editors..., Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

A Universal Design For Robotics Education, Mustafa Şahin Bülbül

Journal of Science Education for Students with Disabilities

In this century technological and educational needs increase drastically. Out of local language, educators need to teach robotic language and use necessary technologies to design robots like Arduino set. This set let users to know less code/computer language and knowledge about electronics. Users may develop their own robots with this set. It also improves design and implementation skills. However, it is not a suitable design for blinds. Universal design approach suggests educators to design courses in a way to meet the needs of all participants. By this approach, learning environments are helpful and useful for participants with special needs. With …

Students With Intellectual Disabilities Accessing Postsecondary Education Settings: Promoting Education Equity: Seeing Students For Their Ability First And Supporting Their Development As Contributing Members Into A Diverse Society, Kathleen N. Mercier

Dissertations

The purpose of this ethnographic study was to examine and describe the lived experiences of seven students with intellectual disabilities (ID) participating in two postsecondary education (PSE) settings in Southern California that were aligned to the Think College Standards-Based Conceptual Framework for Inclusive Higher Education.

Through a qualitative approach of ethnography, the researcher examined various stakeholders’ awareness and ability to support students with ID in higher education settings in an effort to support future development of PSE programs for students with ID. Methodology tools included classroom observations, individual interviews, and examination of artifacts from the sample of PSE settings in …

Turning Teachers Into Action Researchers In Their Classrooms, Dusty Columbia Embury, Laura S. Clarke

EKU Faculty and Staff Scholarship

Action research is often called the teacher’s research and often feels like a common sense approach to solving problems, but not all pre-service teachers begin careers knowing how to use this methodology to improve their own practice. This article offers a rationale for teaching pre-service teachers the skills and action research methodology as a tool for professional improvement based on the experiences of the authors engaging in a reflective process for teaching. While not generalizable, it is hoped that lessons learned may be applied by other faculty in teacher education programs.

“Science Is Not My Thing”: Exploring Deaf Non-Science Majors’ Science Identities, Cara L. Gormally, Amber Marchut

Journal of Science Education for Students with Disabilities

Students who are deaf and hard-of-hearing are underrepresented in science majors, yet we know little about why. Students from other underrepresented groups in science—women and people of color—tend to highly value altruistic or communal career goals, while perceiving science as uncommunal. Research suggests that holding stereotypical conceptions about scientists and perceptions of science as uncommunal may strongly hinder recruitment into science majors. This study sought to explore the science identities of students who are deaf, hard-of-hearing, and hearing signers. The study focused on non-science majors in bilingual (American Sign Language and written English) biology laboratory courses. This study is the …

Enhancing Student Altruism Using Secure Attachment Messages (Sam) In Lecture, Kelly Campbell, Stephany Ramos

Psychology Faculty Publications

In this brief report, we examine whether students’ (N=230) willingness to help individuals in distress (altruism) would be augmented after viewing Secure Attachment Messages (SAM) during lecture in a college racism course. Students were presented with SAM in alternating weeks as part of the PowerPoint presentation slides. In each of the weeks, their likelihood of engaging in altruistic behaviors was assessed using hypothetical scenarios and a student response system, Top Hat Monocle. We predicted that the SAM would prompt students to think of their attachment figures and enhance their feelings of security, which would increase their willingness to engage in …

Employing Cueing Systems To Decode Text And Negotiate Text-Meaning In A Second Language, Timothy A. Rodriquez, Laureen Fregeau, Mary Kay Moskal, Robert Leier

ECTESOL Review

Many educators state that teaching English-Language Learners (ELLs) is just a matter of good teaching. While effective teaching is something that all children deserve, there are some differences between the approach a teacher may have to take with ELLs and with other students. One aspect of this difference is the fact that, while children go through the same stages of language development, ELLs may be at stages typically not found in other students. Based on a case study of an EL and his teacher, this article explains cueing systems and their role in literacy for ELs.

Understanding Teacher Talking Time And Student Talking Time Practices Among Esl/Efl Teachers: A Practicum Design, Cesar R. Bazo Quintana

ECTESOL Review

This practicum design helps future ESL/EFL instructors gain practical understanding of Teacher Talking Time (TTT) and Student Talking Time (STT) practices in the classroom. It provides a deeper understanding of TTT vs. STT application within the Communicative Approach (CA) or Communicative Language Teaching (CLT).

Understanding Saudi Student Integration In The U.S.: A Study On Saudi Students At A Southeastern Institution, Carrie Melius

ECTESOL Review

Over the past decade there has been an increase in the number of Saudi students studying in the United States. Most recently, Saudi Arabia moved from fourth to third in country ranking for student enrollment in the United States. This study focuses on the experiences of Saudi students at a Southeastern institution in the United States by examining the perspectives of Saudi students studying in English as a Second Language (ESL) programs and undergraduate programs. In order to gain a deeper understanding of issues faced by Saudi students, domestic students as well as instructors were also included as participants in …

From The Editor, Laureen Fregeau

ECTESOL Review

No abstract provided.

English Language Competence: Why English Matters In Higher Education In Kenya, Ukaiko A. Bitrus-Ojiambo, Iddah Wayumba Mwaura, Annette Lutivini Majanja

ECTESOL Review

English is an international language, used in many countries for business, tourism, and education (Roy-Campbell, 2014; Crystal, 2003). In Kenya, it is the official language and language of instruction. The country boasts high youth literacy rates 93% (UNESCO, 2012). As university instructors, we have observed that although students have been in the formal educational system for a minimum of 9 years, their output does not match university expectations (KICD, 2016, p. 44; Jayasundara & Premarathna, 2011; Njoroge, 2008). This study assesses English language use in a Kenyan institution of higher education, identifies emergent linguistic patterns, and suggests some solutions to …

Unprepared: Are Educator Preparation Programs Effectively Training Pre-Service Teachers To Teach English Learners?, Lorie Johnson

ECTESOL Review

All students deserve high-quality, strategic instruction, yet pre-service teachers are not always taught best practices for instructing English Learners (ELs), students for whom English is not their native language. Almost 10 percent of the students in American public schools are classified as ELs, yet research indicates most educator preparation programs across the country have not yet integrated best practices for teaching ELs into their pre-service programs in meaningful ways. It is important for educator preparation programs to provide pre-service teachers with opportunities to understand the unique needs of ELs and to learn effective teaching strategies to meet those needs. This …

A Study Of Teacher Talking Time And Student Talking Time Practices Among Esl Instructors At An Intensive English Program, Cesar R. Bazo Quintana

ECTESOL Review

This study focuses on Teacher Talking Time (TTT) and Student Talking Time (STT) practices among ESL instructors at an Intensive English Program in a southeastern public research university. Based on a qualitative case study approach, the study demonstrates that participating ESL instructors were oriented more towards TTT practices while teaching their regular lessons. The study found disproportionate use of TTT. The study has helped participant ESL instructors become more aware of the behaviors that are conducive to both increased TTT and increased STT practices in their classes. This, in turn, can lead to improved teaching practices, which will benefit ESL …

Exploring Parents' Experiences Of Postsecondary Education For Their Children With Disabilities, Cara G. Streit

Staff Scholarship

This study explored the expectations and experiences of parents whose adult children graduated from a comprehensive college-based postsecondary education program for students with intellectual or developmental disabilities. Seventeen parents of graduates from the Lesley University Threshold Program in Cambridge, MA were interviewed in the style of narrative inquiry. Subjects were asked to describe their expectations for their sons’ and daughters’ futures as they grew up, the role of a college program in their children’s development and in the evolution of their own expectations, their hopes and concerns for the future, and their opinions of college inclusion and how greater inclusion …

Designing For Diverse Learning: Case Study Of Place-Based Learning In Design And Technologies Pre-Service Teacher Education, Marnie Best, Denise Macgregor, Deborah Price

Australian Journal of Teacher Education

Place-based learning experiences in Design and Technologies education connect people and place with design processes and products. Drawing on place-based learning, this case study shares the experiences of eight final year pre-service Design and Technologies education students from the University of South Australia as they collaborated with in-service teachers and learners within a secondary special education setting. This study reports on the design and development processes that pre-service teachers adopted to produce a sensory teaching resource to stimulate interaction, coordination and fine motor skills for students with diverse learning needs. Qualitative data, incorporating a survey and group design folio, were …

The Think College Transition Model: Developing Inclusive College-Based Transition Services For Students With Intellectual Disability And Autism, Meg Grigal, Maria Paiewonsky, Debra Hart

All Institute for Community Inclusion Publications

Think College Insight Brief #34 features information about the Think College Transition (TCT) Project. This project focuses on the dual enrollment for students with intellectual disabilities (ID) or autism. Typically this model is used for students seeking to take advanced placement courses so they can seek college credit and high school credit at the same time. TCT has found that dual enrollment is a promising practice for students with ID and autism. 

One Year After Exit: A First Look At Outcomes Of Students Who Completed Tpsids, Clare K. Papay, Kartik Trivedi, Frank A. Smith, Meg Grigal

All Institute for Community Inclusion Publications

There are increasing opportunities for students with intellectual disability in the United States to enroll in and obtain postsecondary education. This Fast Fact #17 provides a first look at the employment, education, and living situation outcomes achieved by students in TPSID programs 1 year after completion.

The Think College Transition Model: Developing Inclusive College-Based Transition Services For Students With Intellectual Disability And Autism, Meg Grigal, Maria Paiewonsky, Debra Hart

All Institute for Community Inclusion Publications

Think College Insight Brief #34 features information about the Think College Transition (TCT) Project. This project focuses on the dual enrollment for students with intellectual disabilities (ID) or autism. Typically this model is used for students seeking to take advanced placement courses so they can seek college credit and high school credit at the same time. TCT has found that dual enrollment is a promising practice for students with ID and autism. 

Access To The Disability Supports Office By Students With Intellectual Disability In Tpsid Programs, Clare Papay, Frank Smith, Meg Grigal

All Institute for Community Inclusion Publications

This Fast Fact #13 examines data from the model demonstration projects focused on how many college students with disabilities access the Disability Supports Office (DSO), and what services they receive from the DSO. The findings suggest that more students are requesting services from the DSO, in general, with higher numbers being reported from 2-year institutions of higher education (IHE) than 4-year IHEs. 

Predictors Of Self-Determination In Postsecondary Education For Students With Intellectual And Developmental Disabilities, Karrie Shogren, Michael Wehmeyer, Leslie Shaw, Meg Grigal, Debra Hart, Frank Smith, Sheida Khamsi

All Institute for Community Inclusion Publications

Given the increasing enrollment of students with intellectual and developmental disabilities in postsecondary education and the potential impact of self-determination on postsecondary outcomes, this study analyzed data on the self-determination status of students with intellectual and developmental disabilities completing their first year of a postsecondary education program. Secondary school (e.g., inclusion in high school and participation in state assessments) and postsecondary education experiences (e.g., advocacy for accommodations, participation in social activities, and living arrangements) that predicted self-determination status were examined. Directions for future research and practice are discussed.

Access To The Disability Supports Office By Students With Intellectual Disability In Tpsid Programs, Clare Papay, Frank Smith, Meg Grigal

All Institute for Community Inclusion Publications

This Fast Fact #13 examines data from the model demonstration projects focused on how many college students with disabilities access the Disability Supports Office (DSO), and what services they receive from the DSO. The findings suggest that more students are requesting services from the DSO, in general, with higher numbers being reported from 2-year institutions of higher education (IHE) than 4-year IHEs. 

Program Data Summary (2015–2016) From The Tpsid Model Demonstration Projects, Meg Grigal, Clare K. Papay, Debra Hart, Frank A. Smith, Daria Domin

All Institute for Community Inclusion Publications

Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides summary data about programs from the Year 1 (2015-2016) Transition and Postsecondary Programs for Students with Intellectual Disabilities.

Tips For Supporting Students With Intellectual And Developmental Disabilities To Attend College, Clare Papay, Megan M. Griffin

All Institute for Community Inclusion Publications

There are more than 260 inclusive college programs for students with ID exist across the United States (Think College, 2017). This number represents an exponential increase in programs—nearly 10 times greater than the number of programs available in 2004 (National Coordinating Center Accreditation Workgroup, 2016). Not only are there more programs to choose from, with recent revisions to the Higher Education Opportunity Act, students with ID also can access federal financial aid for attending postsecondary education programs that meet federal requirements. In addition to taking academic courses, students have opportunities to expand their social skills, improve self-determination, and learn other …

Call For Manuscripts!

Journal of Science Education for Students with Disabilities

Call For Manuscripts!

Journal of Science Education for Students with Disabilities (JSESD)

The Journal of Science Education for Students with Disabilities is a multi-disciplinary, peer-reviewed journal with an international focus on providing information on science education for students with varying types and levels of disabilities. We aspire to publish the best of theoretical research and practical application and we review articles by both special and general educators. Interesting topics have included innovative curricular ideas, instructional adaptations, research-based modifications, best practices, and management issues in science education.

Copyright Statement

Journal of Science Education for Students with Disabilities

Publication rights to works is granted to Journal of Science Education for Students with Disabilities, however, full copyright for works published in this journal is retained by the author(s). The author(s) may post their works online in an institutional repository, on their University departmental website, or on their own personal websites

A Comparative Study Of Three Approaches For Enhancing Teaching Knowledge Of Dyslexia, Kayla Steltenkamp

Graduate Theses, Dissertations, and Capstones

Teachers are the foundational component of the education system. Annually, they are required to engage in professional development opportunities to expand their knowledge. Since 1985 there has been a profusion of legislative attention to the reading disability dyslexia. Included in legislation is the mandate for teacher training, but there is a lack of research on effective professional development to increase teacher knowledge of dyslexia. This study compared three models of professional development to assess their efficacy in increasing declarative knowledge of dyslexia for elementary general education teachers. The results indicated that the use of simulation training alone was less effective …

An Examination Of Accessible Hands-On Science Learning Experiences, Self-Confidence In One’S Capacity To Function In The Sciences, And Motivation And Interest In Scientific Studies And Careers., Mick D. Isaacson, Cary Supalo, Michelle Michaels, Alan Roth

Journal of Science Education for Students with Disabilities

This study examined the potential relationship of accessible hands-on science learning experiences to the development of positive beliefs concerning one’s capacity to function in the sciences and motivation to consider science as a college major and career. Findings from Likert survey items given before and after engaging in accessible hands-on science laboratories show that students who were blind or had low vision (BLV) were more likely to agree with the following items after engaging in accessible science experiences: 1) I plan on enrolling as a science major in college; 2) My educational experiences, so far, have given me the …

Making All Students "Our" Students: Where To Start?, Frank E. Mullins Ph.D., Janice Murdock Ph.D., Phoebe A. Okungu Ph.D., Deann A. Lechtenberg Ph.D.

Journal of Human Services: Training, Research, and Practice

The collaborative team approach is an approach in which general education and special education teachers work together in a single classroom to provide instruction to all students. Neither teacher has more authority than the other.

Education should not be compartments in which one has a mindset of “my students” and “your students”. The mindset must be changed to “our students”. This change in mindsets must begin in pre-service programs in order to carry on to PreK-12 classrooms. As inclusion becomes more and more accepted in public education, educators must be taught strategies that will enable them to work collaboratively with …