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The university clinics of remedial education and social work at UQAC hosted a project aimed at developing interprofessional skills through the implementation of collaborative mechanisms. The article aims to describe how the 25 participating students understand interprofessional collaborative work by presenting their expectations before the project and their impressions after the project. Qualitative analysis of student discourse from semi-structured interviews revealed a change in the initial vision of interprofessional work in relation to collaborative arrangements, the real context of practice and faculty supervision. Keywords: interprofessional, collaboration, social work, university clinic, special education Les cliniques universitaires d'orthopedagogie et de travail social de l'UQAC ont ete l'hote d'un projet visant, gr>>ce a la mise en place de dispositifs de collaboration, le developpement de competences interprofessionnelles. L'article a pour but de decrire la comprehension du travail en collaboration interprofessionnelle des 25 etudiantes participantes en presentant leurs connaissances avant le projet et leurs impressions apres le projet. L'analyse qualitative de leur discours, issu d'entrevues semi- dirigees, a fait ressortir un changement dans la vision initiale du travail en interprofessionnalite, et ce, en lien aux dispositifs de collaboration, au contexte reel de pratique et a l'encadrement professoral. Mots-cles : interprofessionnalite, collaboration, clinique universitaire, orthopedagogie, travail social, Introduction Les professions et les disciplines universitaires ont initialement ete creees en vase clos, alors que chaque travailleur oeuvrait dans le domaine qui lui etait propre (Legault, 2001 ; Policard, [...]

Measuring classroom behavior among young children is important to guide assessment and intervention decisions, yet there is limited literature on appropriate direct observation tools for this purpose. This article describes the psychometric properties of the Behavior Assessment System for Children, Student Observation System (BASC-3 SOS) with 135 children ages 20 to 67 months (M = 35 months, 64% Latinx, 78% with an established developmental disability) and their teachers (N = 36) as part of a larger randomized control trial of a teacher training intervention. Inter-rater reliability on individual BASC-3 SOS behaviors ranged from poor to good. Correlations between BASC-3 SOS scores across time indicated low to moderate developmental test-retest reliability. Significant correlations between BASC-3 SOS scores and teacher ratings provided evidence for convergent, divergent, and predictive validity. Differences between BASC-3 SOS scores for children with versus without disabilities supported the tool's discriminant validity. There were no significant pre- to post-treatment changes in BASC-3 SOS scores. Overall, results provide mixed evidence for the psychometric properties of the BASC-3 SOS when used with young, diverse children with and without disabilities. Implications for clinical and research purposes are discussed., Author(s): Ellyn M. Schmidt [sup.1], W. Andrew Rothenberg [sup.1] [sup.2], Bridget C. Davidson [sup.1] [sup.3], Miya Barnett [sup.4], Jason Jent [sup.1], Heleny Cadenas [sup.1], Corina Fernandez [sup.1], Eileen Davis [sup.1] [...]

Social deficits often impede the ability of individuals with intellectual and developmental disabilities (IDD) to obtain and maintain employment (Barnard et al., Barnard et al., Inclusion and autism: Is it working? 1000 examples of inclusion in education and adult life from the National Autistic Society's members, National Autistic Society, 2000; Elksnin & Elksnin, Elksnin and Elksnin, Exceptionality 9:91-105, 2001). The purpose of the present study was to evaluate a social skills intervention including behavioral skills training, video modeling, and self-monitoring on the acquisition of discrete vocational social skills in young adults with IDD. Participants included high school students in special education that were part of a work internship program. A multiple baseline design across skills with concurrent replication across participants was used to evaluate the effects of the packaged intervention on target skill accuracy. Results indicate that the packaged intervention was effective in promoting social skill acquisition for all participants. Further, high levels of skill acquisition were observed during the maintenance phase., Author(s): Kate A. Helbig [sup.1], Keith C Radley [sup.1], Stefanie R. Schrieber [sup.1], James. R. Derieux [sup.1] Author Affiliations: (1) grid.267169.d, 0000 0001 2293 1795, The University of South Dakota, [...]

This Winter 2023 issue of Teacher Education Quarterly provides four articles, including two multi-authored articles focused on Special Education. The first focuses on the inclusion of students with autism and [...]

Bien qu'il ait déjà été démontré qu'un certain nombre de facteurs influencent les variations des taux d'obtention de diplôme chez les élèves au Canada, peu de recherches se sont penchées sur les conséquences de ces facteurs sur l'achèvement des études secondaires des élèves ontariens au fil du temps. La présente recherche repose sur des données recueillies auprès de la Commission scolaire du district de Toronto concernant deux promotions de 9e année (2006 et 2011) et vise à déterminer comment les indicateurs relatifs à l'obtention des diplômes d'études secondaires évoluent au fil du temps. Plus particulièrement, nous recourons à une analyse multivariée pour déterminer si les indicateurs (notamment le sexe, la race, le niveau d'éducation des parents, le revenu du ménage, la suspension, le rendement scolaire, les besoins en matière d'éducation spécialisée et l'absentéisme en 9e année) sont significatifs par groupe d'élèves et s'il y a des écarts en matière de réussite au secondaire entre les sous-groupes. Les résultats obtenus prouvent que le taux d'achèvement des études secondaires augmente au fil du temps et que l'importance de l'éducation des parents et du revenu moyen des ménages du quartier en tant que facteurs prédictifs de l'obtention du diplôme d'études secondaires diminue. Cependant, nous observons la persistance de mauvais résultats chez les élèves de certaines minorités raciales, dans les classes inférieures et chez ceux qui ont un taux d'absentéisme élevé. Nous estimons que des infrastructures de données supplémentaires sont nécessaires en Ontario et ailleurs pour savoir si les résultats que nous avons obtenus s'appliquent à l'ensemble de la province. Mots clés : diplôme d'études secondaires, réussite scolaire, longitudinale While a number of factors have already been shown to impact variations in graduation rates among students in Canada, there is little research examining the changing impact of these factors on Ontario students' secondary education completion over time. This research draws on data from two Grade 9 cohorts (2006 and 2011) from the Toronto District School Board in order to unpack how predictors of high school graduation change over time. In particular, we use multivariate analysis to examine whether predictors (including gender, race, parental education, household income, suspension, academic achievement, special education needs, and Grade 9 absenteeism) are significant by cohort of students and if there are gaps in secondary school success between subgroups. Findings demonstrate that high school completion is increasing over time and that there is a diminishing importance of parental education and neighbourhood household income as a predictor of high school graduation. However, we do find evidence of persistent under-achievement among students of certain racial backgrounds, lower academic streams, and those with high rates of absenteeism. We argue that additional data infrastructure in Ontario and beyond are necessary to identify how our findings generalize to the province as a whole. Keywords: high school graduation, academic achievement, longitudinal, Introduction Students who do not complete high school are at greater risk for long-term economic hardship, impaired health, and poor family functioning, which can perpetuate socio-economic inequality over generations (Conger [...]

Inclusion of students with special education needs (SEN) and especially autism spectrum disorder (ASD) into general education curricula is a challenging practice. In recent years, the practice of inclusion has been expanding within the international school community. Outside of the United States, the process of inclusion is developing rapidly due to an ever-increasing demand. The demand is fueled by families and is compounded by the scarcity of international schools with developed programs and inclusive classrooms. Applied Behavior Analysis provides evidence-based strategies and tactics that support educators and those responsible for inclusion of students SEN and ASD. The purpose of the present study was to use behavioral observation techniques to determine socially valid performance criterion for attending behaviors in typically developing primary school students during group instruction and independent desk work. No direct observation data were found on this subject, to date. Direct observations occurred in situ using whole interval recording procedures across typical students across primary grades one through eight, inclusive. Data were collected under two types of conditions, lecture style instruction, and independent desk work for boys and girls across all grades. The performance criterion could then be used to guide decisions by IEP teams to fade out support of those students with SEN in the general education setting. Results show that typical students attend to the teacher during live lectures an average of 93% of the time using a time sampling data collection technique and 96% during independent desk work. Key Words autism, special education needs, inclusion, applied behavior analysis, attending behaviors, on task, international school, Inclusion of students with special education needs (SEN) and especially autism spectrum disorder (ASD) into general education classes is a challenging practice. In recent years, the practice of inclusion has [...]

Effective collaboration among general education, special education, and support professionals is critical for the support of student learning and growth. However, preservice teachers rarely get the opportunity to learn about this process or to engage in meaningful interactions with professionals from other disciplines during their preparation programs. In this article, the authors discuss adapting the interprofessional education model from the health sciences to the teacher preparation context. The interprofessional education model brings students from multiple disciplines together in multidisciplinary teams to explore, analyze, and evaluate learner academic, behavioral, and support services assessments and to make recommendations for future learner support. The authors discuss their experiences implementing a short-term online interprofessional education experience for undergraduate and graduate students across five disciplines. The authors also discuss the implications of and make recommendations for establishing and sustaining interprofessional education in teacher preparation programs., Introduction Teams of educators must work together to ensure that each child reaches his or her full potential when students struggle in school across academic and/or behavioral domains. This philosophy [...]

The Strategic Incremental Rehearsal (SIR) intervention, a modified version of Incremental Rehearsal, is an efficient flashcard procedure that has demonstrated effectiveness on sight word acquisition for children who exhibit reading difficulties. However, to date, the procedure has not been evaluated with children identified with a reading disability who have a history of receiving special education services. This study uses a multiple baseline design across participants to examine the effects of SIR with a modified criterion for removal on sight word reading with three third-grade participants receiving special education services for a specific learning disability in reading. Results indicated sight word reading increased for all 3 participants at the onset of intervention compared to baseline. The total intervention time for each participant ranged from 16 to 48 min. All 3 participants correctly read a minimum of 21 out of 25 targeted words at a 5-week maintenance check. The results indicated that SIR with a modified criterion of removal is a potentially effective and efficient intervention for sight word reading for participants with specific learning disabilities in reading., Author(s): Laura Phipps [sup.1] [sup.3], Eric Lee Robinson [sup.1], Stacey Grebe [sup.2] Author Affiliations: (1) grid.252890.4, 0000 0001 2111 2894, Department of Educational Psychology, Baylor University, , Waco, TX, USA [...]

The current study investigated candidate predictors of performance on the Educative Teacher Performance Assessment (edTPA) special education teacher portfolio at a rural university in the southeastern region of the United States. As educator preparation programs across the United States continue to grapple with common standards for licensure, certification, and entry into the teaching profession, many states and universities now use the edTPA teacher portfolio as a standardized assessment to determine teacher certification. This study examined observable variables to seek predictors of candidate performance on the special education edTPA assessment in a rural university. A multiple regression analysis was run to determine if (a) grade point average (GPA), (b) scores on state-mandated certification exams, (c) sex, (d) race, (e) socioeconomic status, (f) degree and major, (g) age at graduation, or (h) year the edTPA was taken served as predictors for special education edTPA total scores. Results indicate that the variables explained 16.6% of the variation of scores. However, only candidate GPA was a significant predictor of edTPA performance. The implications for special education teacher preparation for edTPA are discussed. Directions for future research are proposed., Introduction For many years, states across the United States have searched for common standards for licensure, accreditation, certification, and entry into the teaching profession (American Federation of Teachers [AFT], 2012). [...]

This article draws attention to the discrepancy between how math is taught in special education and general education classrooms, the consequences of this discrepancy, and how teachers can teach higher order math concepts to a wide range of learners, including students with moderate special needs, using empowerment math principles. Students assigned to special education are often taught a different kind of math from general education students, preventing them from practicing critical thinking skills and developing higher order thinking related to math concepts. The authors developed empowerment math based on years of teaching math to a diverse group of learners. The Nine plus One principles of empowerment math guide teachers to practices that promote inclusion and accessibility for a wide range of learners. The authors contend that too many students with moderate special education needs are being denied access to the STEM field, notably many students of color, when they are denied access to advanced level math education. Empowerment math could be used to remedy this discrepancy. Keywords: learning disabilities, educational equity, special education, math education, Introduction To learn how to add fractions, three students were pulled out of their general education class to receive 'extra' instruction from a student teacher. In the general education classroom, [...]

The purpose of this study was to examine successful collaboration and conflict resolution techniques from research and experience. Subjects were graduate online learners (Anglo and Hispanic female teachers) who responded to discussion and planning through an early intervention online certificate class at the University of Texas at El Paso, a border university located within two blocks of Mexico. Evaluation indicated associations between or among certain techniques worth noting when collaborating and engaging in conflict resolution in early intervention situations., Introduction and Review of Literature Successful early intervention is dependent on collaboration and conflict resolution between teachers and other professionals that work together for special children. Depending on a student's [...]

Prompt cues for recording in self-monitoring interventions can be delivered through a number of different modalities. The current study evaluated a self-monitoring intervention using a discreet auditory prompt (via a single wireless in-ear headphone) plus reinforcement for recording accuracy on increasing on-task behaviors in individuals with autism spectrum disorders. Two of the three individuals demonstrated an increase in on-task behaviors and accuracy of recording during the initial intervention phase, and the third participant required an additional reinforcement contingency for on-task behavior. Increases in on-task behavior did not generalize to a general education setting for any of the participants., Author(s): Cassie M. Kolbenschlag [sup.1], Kara L. Wunderlich [sup.2] Author Affiliations: (1) grid.213876.9, 0000 0004 1936 738X, Department of Communication Sciences and Special Education, University of Georgia, , Athens, GA, [...]

At a rural, southeast university, this study examined the effectiveness of interactive television (ITV) as a method of instructional delivery for a teacher preparation course in special education. A total of 22 (N=22) teacher candidates who were enrolled in this class responded to a Likert type questionnaire that had 31 questions. The questionnaire was developed after a thorough review of literature on issues and topics surrounding interactive television instruction. The internal consistency of the questionnaire was calculated with Cronbach Alpha. The Cron-bach Alpha for the questionnaire is a=.82. Analysis of data indicate that majority of the students prefer to take a traditional face-to-face class. Approximately 32% of the students report that overall, interactive television (ITV) experience was satisfactory for them. Further. 63.6% of the respondents agree or strongly agree that interactive television (ITV) slowed the class processes, and 77.2% agree or strongly agree that in-class technology failures of ITV equipment disrupted the class. Findings of this research endeavor have limited generalizability because of a number of limitations. The sample was small and of convenience. There may also be untapped researcher bias. In order to fully determine the effectiveness of distance education through ITV, additional research is needed. Despite caveats, the study is significant. It has captured the perceptions of teacher candidates as they relate to ITV instruction. Keywords: Distance Education. Interactive Television (ITV). Higher Education. Instructional Technology. Synchronous Instruction, In today's technologically flourishing world, instructional delivery methods have become amazingly unique and diverse (Turner & Turner, 2017). The unprecedented advances in distance learning through the use of interactive television [...]

Cet article a pour objectif d'étudier la démarche de légitimation à travers le discours d'un groupe de travailleurs dans le cadre de la réclamation d'un ordre professionnel. Plus particulièrement, cette recherche se propose d'étudier cette démarche chez les orthopédagogues du Québec, à travers la façon dont ils se définissent et se positionnent par rapport à leur rôle, à leur pratique ainsi que par rapport aux autres professionnels du milieu éducatif. L'analyse des dimensions discursive et argumentative du discours nous informe que ce groupe est plus particulièrement en construction et en définition de son image qu'en promotion de bienfaits liés à un ordre professionnel. Mots-clés : orthopédagogue, éducation spécialisée, ordre professionnel, éthos collectif, légitimité, discours The purpose of this paper is to study the legitimization process through the discourse of a group of workers in the context of attempts to create a professional college. More specifically, this research studies this process among Quebec's remedial education specialists through the way they define and position themselves in relation to their role and their practice, as well as to other education professionals. The discourse analysis shows us that this group of workers is more involved in constructing and defining a professional identity rather than in promoting the benefits associated with the creation of a professional college. Keywords: remedial educators, special education, profession college, collective ethos, legitimacy, discourse, Introduction Au cours des dernières années, le gouvernement libéral du Québec, prenant des mesures pour réduire les déficits publics et diminuer l'endettement de la province, a assuré à la population [...]

An experimental investigation of the effectiveness of two types of feedback on college students' acquisition of behavioral observation skills was conducted. Special education and psychology students completed two training assignments involving behavioral observations of students engaging in problem behavior. Depending on the condition to which they were randomly assigned, participants experienced either teacher or self-evaluation/self-reflection feedback immediately after each assignment was completed. Participants in the teacher feedback condition scored higher on the post-training assignments and viewed it more positively than those in the self-evaluation/self-reflection condition. Additional research is needed to identify the relevant variables contributing to effective teacher feedback since it is a frequent component of instructional situations., Author(s): Marcie Desrochers [sup.1], Jie Zhang [sup.2], Stacey Caron [sup.1], Jenna Steinmiller [sup.3] Author Affiliations: (Aff1) 0000 0001 0725 9953, grid.264262.6, Department of Psychology, The College at Brockport - State [...]

The purpose of the present study was to assess the impact of coaching with performance feedback from teachers on accuracy of paraeducators' momentary time sampling (MTS) data of students' on-task behavior. Two lead teachers and three paraeducators participated in the study. The relation between coaching and accuracy of the data collection was evaluated using a multiple-baseline across paraeducators design. Baseline data from this study suggest that some paraeducators need explicit instruction in how to collect data with fidelity. Once coaching with performance feedback from teachers was implemented, there was an immediate increase in accuracy of data collection by paraeducators, as measured by inter-rater agreement, indicating a functional relationship between the independent and dependent variables. These results highlight that teacher-led coaching is feasible and effective for increasing paraeducators' MTS data collection accuracy and provides preliminary evidence that the accuracy maintained 1-2 months following cessation of formal coaching sessions. Implications for practice and future research are discussed., Author(s): Rose A. Mason [sup.1] , Alana. G. Schnitz [sup.2] , Stephanie Gerow [sup.3] , Zhe G. An [sup.4] , Howard P. Wills [sup.2] Author Affiliations: (Aff1) 0000 0004 1937 [...]