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Special Education and Teaching Commons™
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Full-Text Articles in Special Education and Teaching
Stakeholders’ Perceptions Of Special Education Induction Programs, Jeremy E. Vittek, Kim K. Floyd, Sharon B. Hayes
Stakeholders’ Perceptions Of Special Education Induction Programs, Jeremy E. Vittek, Kim K. Floyd, Sharon B. Hayes
Journal of Research Initiatives
This study examined stakeholders’ perceptions of the challenges and supports provided for beginning special education teachers in a low attrition district within a middle Atlantic state utilizing qualitative methods. The findings from this study revealed a perceived need for varied supports for beginning special education teachers, the special education coordinator is seen as the main source of support, and the perceived role of induction programs to retain special education teachers and the impact these programs have on teacher retention. Based on the findings from this study, future research should examine the role of e-mentoring, district level support, and the role …
Kyted President's Letter, Steve Crites
Kyted President's Letter, Steve Crites
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Read a letter from the president.
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 …