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Author:
Publisher:
ISBN:
Category : Special education
Languages : en
Pages :
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Author:
Publisher:
ISBN:
Category : Special education
Languages : en
Pages :
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Author: Kristin Cercone
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 98
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This study was designed to examine novice special education teachers' perceptions on the effectiveness of pre-service training. The primary focus aimed to determine perceptions of novice special education teachers regarding the overall quality of pre-service special education certification programs, as well as the perceptions of novice special education teachers regarding the aspects of the special education training programs that could be improved in order to increase the overall quality of the certification experience. Six school districts in central and northeastern Pennsylvania participated in the study. Fourteen novice special educators began the online survey composed of demographic, Likert-scale, and open-ended questions, with twelve completing the study. Of the twelve who completed the study, five volunteered to participate in an interview. The study revealed that overall, novice special education teachers felt adequately prepared in the areas of teaching, assessment, professional credentials and employment, professional development, professional colleagues, para-educations, parents and families, and case management; however, there is still room for improvements to be made in pre-service training programs. Data collected from the open-ended and interview questions supported the perception that novice special education teachers felt they may need more training to handle special education paperwork, as well as to provide support in specific areas of special education which they did not feel sufficiently trained, such as life skills support, emotional support or hearing/vision support. Findings also suggested that teacher preparation programs could include more field experiences throughout the duration of the program in a variety of areas and settings.
Author: Thomas E. Scruggs
Publisher: Emerald Group Publishing
ISBN: 1849505276
Category : Education
Languages : en
Pages : 343
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Book Description
Advances in knowledge of effective strategies for the treatment of learning and behavioral disabilities are of little use without highly trained and effective personnel to implement these strategies. This volume discusses a wide range of important issues in the preparation of those personnel.
Author: Marva Satterfield Miller
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 161
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"Schools and teachers are increasingly faced with meeting the needs of a diverse student population that can be successful with the general curriculum and prepared for the 21st century. As such, teacher educators assist in meeting this challenge by continuous improvement to teacher education programs preparing teachers to meet the educational needs of all students. The purpose of this study was to examine perceptions, attitudes, and beliefs of beginning elementary education teachers concerning teaching students with disabilities in general education classrooms. A mixed method study was conducted using a three part survey that solicited participant information related to personal demographics, 32 Likert-type scale questions with a certain level of agreement to attitudes, beliefs, preparation, and knowledge of inclusion. In addition, open-ended questions allowed participants to include more in-depth responses to thoughts about their overall experiences, beliefs, and support. The participants were graduates of a southeastern regional university teacher preparation program in elementary education. Demographics of participants indicated that the majority were Caucasian females, worked in general education classes, and were not required to take any special education coursework in their teacher education program. The findings suggested that although a high percentage of beginning elementary education teachers' believe in teaching and including students with disabilities in general education classrooms, many lack the necessary knowledge and skills needed to successfully engage students with disabilities in their classrooms. Findings of this study continue to emphasize the need for beginning general education teachers to receive not only more in-depth preparation at the preservice level, which supports successful transition from preparation to practice, but also increased opportunities for professional development and in-service training on meeting the needs of students with with disabilities. This study may provide a platform supporting positive attitudes towards professional teacher preparation and experiences in teaching students with disabilities in general education classrooms. By helping bridge the gap between preparation and the implementation of effective instructional practices to meet the needs of diverse learners, beginning teachers can be supported by pedagogy and evidence based educational practices learned through teacher education programs."--Abstract from author supplied metadata.
Author: Juliet R. Ashton
Publisher:
ISBN:
Category :
Languages : en
Pages : 122
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Book Description
This qualitative study explored teacher perceptions of disproportionality in special education referrals in relation to race and gender and teacher preparedness to make referrals to special education services. This study was conducted at three Pennsylvania school districts. Two districts were considered rural/suburban, while one district was identified as suburban. Participants were 36 elementary, middle, and high school general education teachers who responded to a researcher-designed electronic survey consisting of multiple-response, Likert scale, and open-ended questions. In addition, three respondents participated in individual interviews with the researcher. The findings of this study indicate that general education teachers have variable responses to how race, gender, and their own preparedness influence referrals of students to special education services. Data showed a need for training for both inservice and preservice teachers in bias in order to allow for an understanding of factors that can influence referral rates of students to special education services. Data also indicated a need for educating all professional instructional staff in disproportionality and whether or not it occurs within their district. Finally, findings revealed the need for teacher preparation and teacher inservice programs to have a heavier emphasis on training educators to work with students with disabilities.
Author: Sandy Beddingfield
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Erica D. McCray
Publisher: Routledge
ISBN: 1136726322
Category : Education
Languages : en
Pages : 728
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Compilations of research on teacher preparation often include no more than a cursory mention of the specific roles and needs of special education teachers. Although the work that special education teachers perform does indeed differ from the work of classroom teachers, teacher preparation in the two fields has much in common. The purpose of this seven-part handbook is to expand our knowledge of teacher education broadly by providing an in-depth look at the most up-to-date research on special education teacher preparation. Opening chapters ground the collection in political and economic context, while subsequent sections delve deeply into issues related to the current state of our special education workforce and offer insights into how to best prepare and sustain that workforce. Ultimately, by illuminating the particularities of special education teacher preparation, this landmark handbook addresses the state of current research in the field and sets an agenda for future scholarship.
Author: Jacinta A. Calzada
Publisher:
ISBN:
Category : Special education
Languages : en
Pages : 408
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Book Description
The purpose of this qualitative, phenomenological study was to explore the perceptions of general education teachers who teach in the inclusive classroom about their pre-service preparation, in an effort, to effectively meet the academic and behavioral needs of students with disabilities in the inclusive education setting within K-12 public schools in Maryland, New Jersey, New York City, and the Washington, D.C. area. The aim of this study was to explore the perceptions and the essence of general education teachers' experiences within their teacher education programs, as well as, provide recommendations needed to meet the needs of students with disabilities in inclusive classrooms supported by teachers of students with disabilities and general education teachers. This study aimed to answer three research questions. The central research question was: How do general education teachers describe their experiences with pre-service training to effectively meet the academic and behavioral needs of students with disabilities in an inclusive setting within K-12 public schools in Maryland, New Jersey, New York City, and the Washington, D.C. area? The sub-questions related to the central research question are: What pre-service training do teachers perceive as necessary in teacher education curriculums for general education teachers to effectively meet the academic needs and challenges of students with disabilities in inclusive settings within K-12 public schools in Maryland, New Jersey, New York City, and the Washington, D.C. area? What pre-service training do teachers perceive as necessary in teacher education curriculums for general education teachers to effectively meet the behavioral needs and challenges of students with disabilities in inclusive settings within K-12 public schools in Maryland, New Jersey, New York City, and the Washington, D.C. area? This study explored the perceptions of seven general education teachers who teach in the inclusive setting, the experience of these general education teachers within their teacher education programs and their perception of preparedness for inclusive education, as well as, what the three teachers of students with disabilities who participated in this study identified as necessary for teacher education programs to expose general education teachers to best meet the academic and behavioral needs of students with disabilities. Using triangulation, this qualitative study was conducted in four phases where the researcher drew from the voices of the participants and their experiences through seven one-on-one semi-structured interviews, a focus group interview, member checks, and taking notes in a researcher's journal with a goal to present an understanding of the pre-service teacher preparation in teacher education programs and what is needed in order to best prepare general education teachers for inclusive education in K-12 public schools in Maryland, New Jersey, New York City, and the Washington, D.C. area. Based on the findings and result of this study, it was concluded that teachers receive preparation, while in their teacher education programs, that would support general education teachers in effectively meeting the academic and behavioral needs of students within inclusive classrooms. Though changes can be made to current practices, further research is required to improve current teacher education programs in supporting teachers for inclusive education.
Author: John M. Hartman
Publisher:
ISBN:
Category : Special education
Languages : en
Pages : 145
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Book Description
In the Fall of 1998 a unique Professional Development School (PDS) Partnership was established between a local School District and University, whereby, pre-service and classroom teachers focused on the utilization of best academic practices to meet the needs of special education students in inclusive settings. This study examined the perceptions of pre-service and classroom teachers regarding the influence of their participation in a PDS partnership on their knowledge and implementation of best academic practices when working with students with disabilities. The results indicated that the participants (a) had a solid knowledge based related to best practices, (b) highlighted Cooperative Learning, Differentiated Instruction, Collaboration, and Proactive/Positive Behavior Management as the most effective practices (c) felt that the exposure of pre-service teachers, trained in best practices, to classroom teachers, had a positive impact on instruction, and (d) felt that interpersonal skills were strengthened as a result of the PDS.
Author: Joanna K. Nicholson
Publisher:
ISBN: 9781267038425
Category : Special education
Languages : en
Pages : 242
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Book Description
Findings indicated that students perceived case studies as helpful and as a means to allow them to "think like teachers." Students' ratings of case studies were also strongly correlated with both the course and the instructor. Of all items presented on the Likert scale, case studies were most strongly correlated with lecture/discussion and correlated the weakest with the book used in the course.
