Special Education and Teaching Commons^™

Special Educators Describe The Critical Mass Of Co-Teaching, Cynthia T. Shamberger, Kendra W. Henriques

Georgia Educational Research Association Conference

Co-teaching is an instructional approach usually initiated by school administrators to help general and special education teachers who share a single classroom to ensure students with disabilities have access to the general curriculum. Although research regarding co-teaching is still in need of further development in some areas such as student achievement, co-teaching has increasingly grown in popularity as an option for addressing the multiple needs of diverse learners, including students with disabilities. Some school professionals and researchers who are proponents of this instructional delivery model believe that, "At the core of co-teaching is determining what instructional techniques will be most …

A School System And University Approach To Reducing The Research To Practice Gap In Teacher Education: A Collaborative Special Education Immersion Project, Christine R. Grima-Farrell, Jan Long, Robyn Bentley-Williams, Cath Laws

Australian Journal of Teacher Education

This research is a response to the call for more effective practice based knowledge on ways to build inclusive cultures that assist the translation of research-to-practice. It reports on the factors identified in literature as being significant to the successful translation of research-to-practice and seeks to identify important sources of influence from an undergraduate teacher perspective.

By investigating a collaborative school system and university generated Special Education Immersion Project, specifically designed for undergraduate teachers, a number of factors are presented as contributors to the gap between research and practice. They include the importance of linkages between teacher preparation programs and …

An Investigation Of Special Education Teachers' Perceptions Of The Effectiveness Of A Systematic 7-Step Virtual Worlds Teacher Training Workshop For Increasing Social Skills, Natalie Christina Nussli

Doctoral Dissertations

This study describes how a systematic 7-Step Virtual Worlds Teacher Training Workshop promoting inquiry, experiential learning, and sociocultural theory guided the enculturation of 18 special education teachers into three-dimensional virtual worlds. The main purpose was to enable these teachers to make informed decisions about the usability of virtual worlds for students with social skills challenges, such as students with autism. Mixed-methods data analysis and triangulation were based on the analysis of seven instruments. Six of the seven steps of the intervention received high ratings indicating its viability for teachers' professional development opportunities

Integrating Universal Design And Response To Intervention In Methods Courses For General Education Mathematics Teachers, Kelley E. Buchheister, Christa Jackson, Cynthia Taylor

Department of Child, Youth, and Family Studies: Faculty Publications

Traditionally, teacher education programs have placed little emphasis on preparing mathematics teachers to work with students who struggle in mathematics. Therefore, it is crucial that mathematics teacher educators explicitly prepare prospective teachers to instruct students who struggle with mathematics by providing strategies and practices that specifically address their needs. In this study, we describe the principles of Universal Design for Learning and Response to Intervention. More specifically, we discuss how one Mathematics Teacher Educator uses these frame works in her mathematics methods course to help prospective teachers become cognizant of early interventions and effective strategies that can be implemented to …