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Author: Jamillah Gilbert
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
A disproportionate number of Black students with disabilities experience exclusionary discipline practices (e.g., suspensions and expulsions) in K-12 public schools. This disparity persists, regardless of the severity of identified problem behavior, the school's average socio-economic status, or the type of public school attended. Given that teacher education programs (TEPs) are pivotal training grounds for pedagogical and philosophical formation, it is crucial for TEPs to demonstrate accountability for building critical consciousness of the factors that produce and perpetuate this disparity. Gaining a fuller understanding of how pre-service special education teachers craft their perceptions of problem behavior during their TEPs may help to rectify this problem. This post-intentional phenomenological study explores the ways pre-service special education teachers from a special education teacher education program in the State of Illinois craft their perceptions of problem behavior and how social identity influences these perceptions. Participants (n = 38) completed three tasks: 1. Social Identity Wheel; 2. Aspects of Identity Questionnaire-IV; and 3. Video Elicitation. Following the three activities, I randomly selected six participants (n = 6) to sit with me for semi-structured interviews. Findings showed a patchwork of ways perception of problem behavior is crafted - the primary way stemming from personal childhood experiences. The influence of social identity on perception was inconclusive. Results have implications for special education teacher educators who are committed to complying with Illinois State Board of Education's (ISBE) newly adopted Culturally Responsive Teaching and Leading Standards for teacher education programs. Results also have implications for school personnel interested in following the recently released guidance from the Department of Education that helps public K-12 schools avoid discriminatory use of discipline against students with disabilities.
Author: Jamillah Gilbert
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
A disproportionate number of Black students with disabilities experience exclusionary discipline practices (e.g., suspensions and expulsions) in K-12 public schools. This disparity persists, regardless of the severity of identified problem behavior, the school's average socio-economic status, or the type of public school attended. Given that teacher education programs (TEPs) are pivotal training grounds for pedagogical and philosophical formation, it is crucial for TEPs to demonstrate accountability for building critical consciousness of the factors that produce and perpetuate this disparity. Gaining a fuller understanding of how pre-service special education teachers craft their perceptions of problem behavior during their TEPs may help to rectify this problem. This post-intentional phenomenological study explores the ways pre-service special education teachers from a special education teacher education program in the State of Illinois craft their perceptions of problem behavior and how social identity influences these perceptions. Participants (n = 38) completed three tasks: 1. Social Identity Wheel; 2. Aspects of Identity Questionnaire-IV; and 3. Video Elicitation. Following the three activities, I randomly selected six participants (n = 6) to sit with me for semi-structured interviews. Findings showed a patchwork of ways perception of problem behavior is crafted - the primary way stemming from personal childhood experiences. The influence of social identity on perception was inconclusive. Results have implications for special education teacher educators who are committed to complying with Illinois State Board of Education's (ISBE) newly adopted Culturally Responsive Teaching and Leading Standards for teacher education programs. Results also have implications for school personnel interested in following the recently released guidance from the Department of Education that helps public K-12 schools avoid discriminatory use of discipline against students with disabilities.
Author: Anne Marie Robbins
Publisher:
ISBN: 9781109624175
Category : Behavior modification
Languages : en
Pages : 72
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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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Book Description
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: 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: Derek Michael Kreider
Publisher:
ISBN:
Category : Special education
Languages : en
Pages : 166
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Author: Dickenson, Patricia
Publisher: IGI Global
ISBN: 1522517545
Category : Education
Languages : en
Pages : 345
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Book Description
Teachers must be prepared to create an effective learning environment for both general education students and students with special needs. This can be accomplished by equipping teachers with the proper knowledge and strategies. Preparing Pre-Service Teachers for the Inclusive Classroom discusses the latest approaches, skills, and methodologies on how to support special needs students. Highlighting relevant perspectives on technology implementation, curriculum development, and instructional design, this book is an ideal reference source for pre-service teachers, teacher educators, researchers, professionals, and academics in the education field.
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.
Author: Festus E. Obiakor
Publisher: IAP
ISBN: 1681230585
Category : Education
Languages : en
Pages : 225
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Book Description
The purpose of this book is to provide a forum for an interdisciplinary scholarly dialogue with regard to preparing teachers for early childhood special education. In addition, it is aimed at examining and making available relevant and most recent scholarship to practitioners and at addressing critical issues and perspectives around preparing effective educators for the 21 century classroom and the future. This book intends to illuminate a complex and challenging task of preparing effective educators through the lenses of several educational disciplines, including but not limited to, teacher education, general education, special education, early childhood education, and urban education. The information in this work will focus on several educational disciplines that have the most immediate implications for teacher preparation and practice. The overall educational knowledge base will be enhanced due to the educational interdisciplinary approach. This has additional implications for teacher education, special education, educational leadership, curriculum and instruction, educational policy, and urban education, to name a few. The multidimensional nature of the book gives it the freedom to highlight multiple and diverse voices while at the same time providing a forum for different (and sometimes divergent) methodologies, philosophies, and ideologies.
Author: Sandy Beddingfield
Publisher:
ISBN:
Category :
Languages : en
Pages :
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