537 results on '"TEACHERS of children with disabilities"'
Search Results
2. Developing Excellence in Autism Practice : Making a Difference in Education
- Author
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Karen Guldberg and Karen Guldberg
- Subjects
- Teachers of children with disabilities, Classroom environment, Mainstreaming in education, Autistic children--Education, Autism spectrum disorders in children, Inclusive education
- Abstract
This ground-breaking book gives an accessible overview and synthesis of current knowledge of relevance to the development of excellence in autism education. By situating understandings of autism within a ‘bio-psycho-social-insider'framework, the book offers fresh insights and new ways of thinking that bring together global pedagogic practice, research, policy, and the insider perspective.Guldberg critiques current notions of Evidence-Based Practice and suggests ways of bridging the research-practice gap. She explores the interrelationship between inclusive principles, distinctive group learning needs and the individual needs of the child or young person. Eight principles of good autism practice provide a helpful framework for how education settings and practitioners can adapt classroom environments and teaching so that autistic children and young people can thrive.Written for anyone who wants to make a difference to the lives of autistic pupils, Developing Excellence in Autism Practice provides practitioners and students on education courses with tools for best practices, and shows how to draw on these to implement true positive change in the classroom.
- Published
- 2020
3. Handbook of Educational Psychology and Students with Special Needs
- Author
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Andrew J. Martin, Rayne A. Sperling, Kristie J. Newton, Andrew J. Martin, Rayne A. Sperling, and Kristie J. Newton
- Subjects
- Students with disabilities--Education, Educational psychology, Teachers of children with disabilities
- Abstract
Handbook of Educational Psychology and Students with Special Needs provides educational and psychological researchers, practitioners, policy-makers, and graduate students with critical expertise on the factors and processes relevant to learning for students with special needs. This includes students with attention-deficit/hyperactivity disorder, other executive function difficulties, behavior and emotional disorders, autism spectrum disorder, intellectual disabilities, learning disabilities, dyslexia, language and communication difficulties, physical and sensory disabilities, and more. With the bulk of educational psychology focused on'mainstream'or'typically developing'learners, relatively little educational psychology theory, research, measurement, or practice has attended to students with'special needs.'As clearly demonstrated in this book, the factors and processes studied within educational psychology—motivation and engagement, cognition and neuroscience, social-emotional development, instruction, home and school environments, and more—are vital to all learners, especially those at risk or disabled.Integrating guidance from the DSM-5 by the American Psychiatric Association and the International Classification of Diseases (ICD-10) by the World Health Organization, this book synthesizes and builds on existing interdisciplinary research to establish a comprehensive case for effective psycho-educational theory, research, and practice that address learners with special needs. Twenty-seven chapters by experts in the field are structured into three parts on diverse special needs categories, perspectives from major educational psychology theories, and constructs relevant to special needs learning, development, and knowledge building.
- Published
- 2020
4. Teaching Students with Moderate and Severe Disabilities
- Author
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Diane M. Browder, Fred Spooner, Ginevra R. Courtade, and Contributors, Diane M. Browder, Fred Spooner, Ginevra R. Courtade, and and Contributors
- Subjects
- Teachers of children with disabilities, Special education teachers, Children with disabilities--Education, Students with disabilities--Education, Students with disabilities--Life skills guides
- Abstract
For years the text of choice for developing excellence as a teacher of K–12 students with moderate and severe disabilities, this clearly written work has now been revised and updated. Chapters provide step-by-step procedures for designing standards-based individualized education plans and evaluating and enhancing student progress. Methods and materials for teaching literacy, mathematics, science, and social studies are described in depth. The book also describes effective ways to build functional daily living skills. User-friendly features include extensive vignettes and classroom examples, end-of-chapter application exercises, and reproducible planning and assessment tools. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2'x 11'size. New to This Edition •Reflects important advances in research and evidence-based practice. •Chapter on collaborating with culturally diverse families, plus a stronger multicultural focus throughout. •Chapter on writing instruction. •Two additional chapters on reading and math, ensuring coverage of both foundational and grade-aligned skills. •Increased attention to students with autism spectrum disorder and to uses of technology.
- Published
- 2020
5. Praktische Hilfen für Kinder mit Autismus-Spektrum-Störungen (ASS) : Fördermaterialien für visuell Lernende
- Author
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Vera Bernard-Opitz, Anne Häußler, Vera Bernard-Opitz, and Anne Häußler
- Subjects
- Visual learning, Teachers of children with disabilities, Autism spectrum disorders--Patients--Education, Autistic children--Education
- Abstract
Kinder und Jugendliche mit Autismus-Spektrum-Störungen, Lern- und Entwicklungsproblemen benötigen strukturierte Methoden, um wirksam lernen zu können. Visuelle Hilfen sind hierbei von zentraler Bedeutung. Das Werk bietet anhand zahlreicher Farbfotos eine Vielzahl von praktischen Anregungen, Strategien und Materialien zum Umgang mit Verhaltensproblemen, zur Förderung von Motivation und Arbeitsverhalten sowie zur Entwicklung konkreter Fähigkeiten. Der Leser bekommt Anregungen zum Erstellen der Materialien sowie klare Bezugshinweise.
- Published
- 2017
6. Relaying through the zone
- Author
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Sylva, Katrina
- Published
- 2019
7. Praktische Hilfen für Kinder mit Autismus-Spektrum-Störungen (ASS) : Fördermaterialien für visuell Lernende
- Author
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Vera Bernard-Opitz, Anne Häußler, Vera Bernard-Opitz, and Anne Häußler
- Subjects
- Visual learning, Teachers of children with disabilities, Autistic children--Education, Autism spectrum disorders--Patients--Education
- Abstract
Kinder und Jugendliche mit Autismus-Spektrum-Störungen, Lern- und Entwicklungsproblemen benötigen strukturierte Methoden, um wirksam lernen zu können. Visuelle Hilfen sind hierbei von zentraler Bedeutung. Das Werk bietet anhand zahlreicher Farbfotos eine Vielzahl von praktischen Anregungen, Strategien und Materialien zum Umgang mit Verhaltensproblemen, zur Förderung von Motivation und Arbeitsverhalten sowie zur Entwicklung konkreter Fähigkeiten. Der Leser bekommt Anregungen zum Erstellen der Materialien sowie klare Bezugshinweise.
- Published
- 2013
8. Integration-related Experience and Preparedness from the Aspect of Hungarian Preschool Teacher Candidates.
- Author
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BÖDDI, Zsófia, SERFŐZŐ, Mónika, LASSÚ, Zsuzsa F., and KEREKES, Valéria
- Subjects
PRESCHOOL teachers ,FACULTY integration ,TEACHER training ,STUDENT teacher attitudes ,TEACHERS of children with disabilities ,SELF-perception - Abstract
The aim of this study was to examine the experience of graduating preschool teacher candidates related to children with special needs, moreover to reveal their attitudes and perceptions of preparedness and competence regarding integration. A survey was used to collect data from 360 (mean age: 26.09 yrs.) graduating students attending 10 Hungarian preschool teacher training institutions. Besides revealing the experience and self-perceptions, our purpose was to investigate the factors influencing the development of attitudes and perceptions of preparedness and competence. The hypotheses were justified: the more and positive experience gained related to children with special needs and integration lead to more positive attitudes and self-perceptions. Differences between the answers of full-time and part-time students also appeared regarding their opinion about their competence in connection with integration. The participants also expressed the need for more practical training related to integration and inclusion. These results are a key of importance regarding the development of inclusion related elements of preschool teacher training. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
9. Perceptions of Turkish Preschool Teachers' about Their Roles within the Context of Inclusive Education.
- Author
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GEZER, Mehmet Seckin and AKSOY, Veysel
- Subjects
PRESCHOOL teachers ,INCLUSIVE education ,TEACHERS of children with disabilities ,STUDENTS with disabilities ,PRESCHOOL teaching - Abstract
The roles and responsibilities of preschool teachers are principal factors in the success of inclusive practices. Teachers should be aware of their roles and act accordingly in order to be effective in inclusive settings. The aim of this study is to evaluate preschool teachers' perceptions of their roles within the context of inclusion education. The participants were 19 preschool teachers with students with disabilities in their inclusive classrooms. Based on semi-structured interviews with the teachers, their role perceptions are discussed under six themes. Teachers are aware of some, but not all of their roles and responsibilities required of them by the relevant special law. They have significant deficiencies in knowledge and strategies necessary to adequately fulfill their legallydefined roles. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
10. Teaching Students with Moderate and Severe Disabilities
- Author
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Diane M. Browder, Fred Spooner, Diane M. Browder, and Fred Spooner
- Subjects
- Teachers of children with disabilities, Special education teachers, Students with disabilities--Education, Students with disabilities--Life skills guides, Children with disabilities--Education
- Abstract
This book has been replaced by Teaching Students with Moderate and Severe Disabilities, Second Edition, 978-1-4625-4238-3.
- Published
- 2011
11. PROFESSIONAL SELF-DETERMINATION AS A CONDITION OF REALIZATION OF PERSONAL POTENTIAL OF THE TEACHER TO TEACH CHILDREN WITH DISABILITIES.
- Author
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Sanina, Elena, Akhmadov, Musa, and Uamanov, Saydmagomed
- Subjects
- *
EDUCATION of children with disabilities , *TEACHERS of children with disabilities , *EDUCATIONAL programs , *BACHELOR'S degree , *PROFESSIONAL identity - Abstract
The authors analyse the current situation related to methodological and practical aspects of preparation of pedagogical profile bachelors specialising in education for children with disabilities. Integration of inclusive education at schools and universities of the country. Based on the experience of various universities, systemised and created special educational programs of additional education. An important condition of training is the professional self-determination. Methods: the authors of this article to explore the personal qualities of the educator for work with children with disabilities, and used theoretical methods of research: study of scientific literature, research in psychology; Method case studies to highlight specific features of the personal characteristics of the bachelors. Use experimental methods allowing to justify and to prove the hypothesis of the study. Results: We found that the problem of preparation of bachelors of education for children with disabilities requires resolving contradictions in the formation of sociopsychological competence. The result depends largely on the professional selfidentity. The authors define the key components of the professional competence of teachers working with children with disabilities. Conclusions: finding constructive ways to prepare students to implement inclusive education highlights the need to address the concept of "professional identity" as characteristic of the person providing the success of professional activity. This approach is of interest as a model building of a personal professional approach in achieving readiness of the bachelor of teaching to work with children with disabilities. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
12. Managing ADHD in the K-8 Classroom : A Teacher′s Guide
- Author
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Grad L. Flick and Grad L. Flick
- Subjects
- Children with attention-deficit hyperactivity diso, Attention-deficit hyperactivity disorder, Teachers of children with disabilities
- Abstract
'Another powerful resource by Flick, filled with a wealth of up-to-date and research-based information about ADHD, effective strategies and interventions for managing the disorder, and expert guidance to enable students with ADHD to achieve success.'—Sandra Rief, Educational ConsultantAuthor of How to Reach & Teach Children With ADD/ADHD'Flick′s methods on removing inappropriate behaviors were invaluable during my student teaching experience. The performance of my eighth-grade students with an ADHD IEP plan showed a marked improvement.'—Edwin Thompson, English Language Arts Teacher'By following Flick′s practical recommendations, teachers will be able to systematically employ behavioral strategies to effectively improve classroom behavior and attention, increase academic performance, and positively impact the self-esteem of students in their class.'—Harvey C. Parker, Clinical PsychologistAuthor of The ADHD Handbook for SchoolsImprove problem behavior in your classroom with these ADHD facts and intervention strategies! To help teachers gain a better understanding of ADHD, licensed clinical psychologist Grad L. Flick provides clear-cut behavioral intervention strategies for dealing with everything from general behavior challenges to specific issues related to ADHD.Managing ADHD in the K–8 Classroom offers the latest research-based information about characteristics, assessment, and behaviors associated with ADHD, and provides appropriate options for responding to children′s challenging behavior. This valuable resource features case studies, checklists, graphs, and specific strategies that help general and special education teachers:Make accommodations in the classroomPromote appropriate behavior and discourage inappropriate behaviorDeal with children′s impulsivity, attention problems, hyperactivity, difficulty following directions, and other problem behaviors related to ADHDUse relaxation and stress management techniques that strengthen teachers′ ability to handle behavioral challengesUse these effective classroom management strategies to prevent disruptions and help your students with ADHD focus on learning!
- Published
- 2010
13. Teachers' Talk: What It's Really Like to Teach a Blind Student.
- Author
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Riccobono, Melissa
- Subjects
TEACHERS of children with disabilities - Published
- 2017
14. Becoming multimodal authors: Pre-service teachers' interventions to support young children with autism
- Author
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Oakley, Grace, Howitt, Christine, Garwood, Rebekah, and Durack, Annie-Rose
- Published
- 2013
15. Four profiles of inclusive supportive teachers: Perceptions of their status and role in implementing inclusion of students with special needs in general classrooms.
- Author
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Gavish, Bella
- Subjects
- *
TEACHERS of children with disabilities , *SPECIAL education teachers , *EDUCATION of children with disabilities , *CLASSROOM environment , *SCHOOL environment , *ADULTS , *PROFESSIONAL education - Abstract
The research examines the perceptions of inclusive support teachers (IST) in Israel regarding their status and the role they play in implementing inclusion of children with disabilities. Four perceptions were found to lie on a continuum from not finding their proper “place” to playing a central role in implementing inclusion in collaboration with the entire faculty and a sense of shared responsibility for the education of all students in the school. The findings show that the latter perception may attest to authentic inclusion already existing on the ground and the possibility that proper leadership could lead to its implementation. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
16. Are We Doing Enough?: Assessing the Needs of Teachers in Isolated Schools with Students with Oppositional Defiant Disorder in Mainstream Classrooms
- Author
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McLean, Fiona and Dixon, Roselyn
- Published
- 2010
17. THE ROLE OF SCHOOL LEVEL PROTECTIVE FACTORS IN OVERCOMING CUMULATIVE RISK FOR BEHAVIOR DIFFICULTIES IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS AND DISABILITIES.
- Author
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Oldfield, Jeremy, Hebron, Judith, and Humphrey, Neil
- Subjects
- *
EDUCATION of children with disabilities , *EFFECTIVE teaching , *ACTIVITY programs in special education , *TEACHERS of children with disabilities , *TEACHER effectiveness - Abstract
The study investigated whether school-level protective factors could moderate the effects cumulative risk has upon behavior difficulties in children with special educational needs and disabilities (SEND). The sample comprised 4,288 children identified with SEND: 2,660 pupils within 248 primary schools, and 1,628 pupils within 57 secondary schools. Risk factors associated with increases in behavior difficulties over an 18-month period were summed to a cumulative risk score. Various school-level factors were added to multilevel models, with interaction terms computed between cumulative risk and these variables to assess their potential protective effects. The primary school model revealed a significant interaction between cumulative risk and school academic achievement in predicting behavior difficulties. Higher levels of achievement in primary schools help reduce behavior difficulties for children most at risk. The secondary school model evidenced a significant interaction between cumulative risk and school percentage of students eligible for free school meals (FSM). Lower proportions within a school of children eligible for FSM were associated with reductions in behavior difficulties for children at high levels of risk. Interventions aimed at improving school-level academic achievement and targeting high-risk students attending schools with large proportions of children eligible for FSM would be beneficial. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
18. Collaboration in Transition Assessment: School Psychologists and Special Educators Working Together to Improve Outcomes for Students With Disabilities.
- Author
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Kellems, Ryan O., Springer, Ben, Wilkins, Melinda K., and Anderson, Caroline
- Subjects
- *
SPECIAL education teachers , *TEACHERS of children with disabilities , *EDUCATION of students with disabilities , *SCHOOL psychologists , *EDUCATIONAL psychologists , *SCHOOL districts - Abstract
The ultimate goal for school psychologists, special education practitioners, and other professionals who work with adolescents with disabilities is to help students plan and prepare to transition from school to adult life with the skills and knowledge to live happy, productive, and fulfilling lives. This article describes how school psychologists can support special education practitioners in improving transitions for students with disabilities, introduces free resources, and recommends forms of additional training. School psychologists are well positioned to support special education practitioners in facilitating the transition assessment process by providing documentation of postschool accommodation needs as students exit the school system. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
19. Behavioural phenotypes in the classroom: a qualitative study of parental and teacher knowledge of classroom guidelines and teacher views on best practices.
- Author
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Reilly, Colin, Murtagh, Lelia, and Senior, Joyce
- Subjects
INTELLECTUAL disabilities ,TEACHERS of children with disabilities ,PARENTS of children with disabilities ,PRADER-Willi syndrome ,BEST practices - Abstract
Research suggests that genetic syndromes associated with intellectual disability often have specific cognitive and behavioural profiles. It has been suggested that educational approaches need to reflect these profiles. Parents (n = 381) and teachers (n = 204) of children with one of four syndromes, fragile X syndrome, Prader- Willi syndrome, Williams syndrome and velo-cardio-facial syndrome were surveyed. Syndromes were compared with respect to what parents and teachers had researched or been told with respect to appropriate educational approaches. Parent and teacher reports were subsequently compared with actual published guidelines on the syndromes. Teachers were also surveyed on what they felt were successful approaches based on actual experiences of teaching the children. Parent and teacher reports of efficacious strategies for supporting their children based on what they had been researched or been told differed across syndromes as might be anticipated. However, differences between parents and teachers and between parent/teacher reports and the published guidelines suggest that parent and teacher knowledge of guidelines is deficient and/or that parents and teachers are accessing knowledge elsewhere. With respect to teaching practices, there were much less differences between the syndromes than in the published guidelines indicating that differences between syndromes in guidelines may not be as evident in practice. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
20. Focus on Teacher Education: Examining Course Syllabi of Preservice Teacher Curriculums.
- Author
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Servizzi, Kelli
- Subjects
- *
SPECIAL education , *COLLEGE curriculum , *EDUCATION of children with disabilities , *EDUCATION of special education teachers , *TEACHERS of children with disabilities - Abstract
The article focuses on a study which reviews special education coursework required of preservice elementary general education teachers by colleges and universities in midwestern U.S. It notes on the review made on the course syllabi based on various areas, which include characteristics of disabilities as related to special education. It cites that the results offer insight into the content of special education courses required of general elementary education majors in one state.
- Published
- 2015
- Full Text
- View/download PDF
21. Meet Helen Shand : teacher aide extraordinaire
- Published
- 2016
22. Tablet-based activity schedule for children with autism in mainstream environment.
- Author
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Fage, Charles, Pommereau, Léonard, Consel, Charles, Balland, Émilie, and Sauzéon, Hélène
- Subjects
TABLET computers ,CHILDREN with autism spectrum disorders ,PARTICIPATORY design ,TEACHERS of children with disabilities ,ORAL communication ,EDUCATION - Abstract
Including children with Autism Spectrum Disorders (ASD) in mainstreamed environments creates a need for new interventions whose efficacy must be assessed in situ. This paper presents a tablet-based application for activity schedules that has been designed following a participatory design approach involving mainstream teachers, special-education teachers and school aides. This applications addresses two domains of activities: classroom routines and verbal communications. We assessed the efficiency of our application with a study involving 10 children with ASD in mainstream inclusion (5 children are equipped and 5 are not equipped). We show that (1) the use of the application is rapidly self-initiated (after two months for almost all the participants) and that (2) the tablet-supported routines are differently executed over time according to the activity domain conditions. Importantly, compared to the control children, the equipped children exhibited more classroom and communication routines correctly performed after three month of intervention. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
23. Developing Relationships: A Namibian Experience for Pre-service Educators and Children with Disabilities.
- Author
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Caro, Patricia
- Subjects
- *
EARLY intervention (Education) , *EDUCATION of children with disabilities , *TEACHERS of children with disabilities , *EDUCATION of people with learning disabilities , *TEACHERS of the learning disabled , *EDUCATIONAL coaching - Abstract
This article describes how reflection can implemented in early intervention and to pre-service educators through coaching. Early intervention is provided to families when a young child has a disability. The model used for early intervention is coaching. Coaching is also applied to facilitate growth by pre-service educators studying to become teachers. [ABSTRACT FROM AUTHOR]
- Published
- 2015
24. Effect of Education Modules on the Job Dissatisfaction of Teachers in Community-Based Rehabilitation Centres in Kelantan, Malaysia.
- Author
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Umar, Shazlin, Ab Rahman, Azriani, Daud, Aziah, Othman, Azizah, Abd Rahman, Normastura, Yusoff, Azizah, Harith, Sakinah, Churme, Jane Susan, Mohd Kassim, Aminah Bee, Mohd Hussin, Zabidi Azhar, Sidek, Din Suhaimi, Ramli, Ramiza Ramza, Wan Ibrahim, Wan Pauzi, Ibrahim, Mohd Ismail, Shafei, Mohd Nazri, and Van Rostenberghe, Hans
- Subjects
- *
JOB satisfaction research , *COMMUNITY health services , *TEACHER attitudes - Abstract
Objective: The objectives of this study were to determine the effect of a one and a half year educational intervention on the job dissatisfaction of teachers in 30 Community Based Rehabilitation (CBR) centres in Kelantan, Malaysia, and to identify the factors influencing changes in job dissatisfaction following the intervention. Method: Ten educational modules were administered to the teachers. A validated Malay version of Job Content Questionnaire (JCQ) was used pre intervention, mid intervention and post intervention. Result: Repeated Measure ANOVA revealed there was a statistically significant reduction in the mean of job dissatisfaction (p = 0.048). Multiple Linear Regression revealed that coworker support (β= 0.034 (95% CI = 0.009, 0.059)), having less decision authority (β: -0.023; 95% CI: -0.036, -0.01) and being single (β: -0.107; 95% CI: -0.176,-0.038) were significantly associated with decreases in job dissatisfaction. Conclusion: The intervention program elicited improvement in job satisfaction. Efforts should be made to sustain the effect of the intervention in reducing job dissatisfaction by continuous support visits to CBR centres. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
25. Arabic language knowledge among early elementary Saudi teachers of students with reading disabilities : a mixed method study
- Author
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Alqahtani, Rashed and Alqahtani, Rashed
- Subjects
- Reading teachers Saudi Arabia., Elementary school teachers Saudi Arabia., Teachers of children with disabilities Saudi Arabia., Language awareness Saudi Arabia., Professeurs de lecture Arabie saoudite., Enseignants d'enfants handicapés Arabie saoudite., Conscience linguistique Arabie saoudite., Elementary school teachers, Language awareness, Reading teachers, Teachers of children with disabilities, Saudi Arabia
- Abstract
"Teachers have a strong impact on their students' learning such that a student receiving instruction by an incompetent teacher, even for one school year, might endure long-term negative consequences. Several studies found how teacher knowledge and instructional practices are strong predictors of students' successful learning. In the center of teacher knowledge is teacher content knowledge, which for reading includes knowledge of basic language elements. The findings from most of the studies that addressed teacher language knowledge are mounting to indicate that teachers have poor language knowledge and suggest this is problematic due to the language knowledge necessary for learning to read. This study aimed to examine Arabic language knowledge among Saudi elementary special and general education teachers who teach reading to students with reading disabilities. This study utilized an explanatory sequential mixed methods design, with two phases. A quantitative phase examined the knowledge of Arabic Morphology and Phonology (KAMP) and the self-perception of language knowledge among 263 teachers, and a qualitative phase of interviews with a selected number of special education teachers. The findings from this study indicated that special and general education teachers have poor knowledge of Arabic phonology and morphology, with a tendency to overestimate their levels of language knowledge. Also, teachers with little teaching experience scored significantly higher than teachers with average and high teaching experience, indicating that teachers' amount of teaching does not improve their language knowledge. The interviews suggest an unfamiliarity with aspects of Arabic language knowledge may be due to limited or no attention to it in teacher preparation and in-service training programs, the main factor considered for the noticed poor language knowledge. The study concludes with the discussion of the findings, possible implications, study limitations, and suggestions for future research."--Abstract from author supplied metadata
- Published
- 2020
26. Assessing ADHD Symptomatic Behaviors and Functional Impairment in School Settings: Impact of Student and Teacher Characteristics.
- Author
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DuPaul, George J., Reid, Robert, Anastopoulos, Arthur D., and Power, Thomas J.
- Subjects
- *
ATTENTION-deficit hyperactivity disorder , *EDUCATION of children with attention-deficit hyperactivity disorder , *ADOLESCENT psychopathology , *FUNCTIONAL assessment of people with disabilities , *TEACHERS of children with disabilities , *TEACHER-student relationships research - Abstract
The purpose of the present study was to examine (a) the teacher-reported prevalence of attention-deficit/hyperactivity disorder (ADHD) symptoms and associated impairment in a nationally representative sample of children and adolescents and (b) the degree to which prevalence varied as a function of student and teacher characteristics. Teacher-reported symptoms of ADHD based on Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5) criteria and teacher-rated impairment were used to estimate prevalence using symptoms and impairment either alone or in combination, and to assess predictors of ADHD using a diverse, nationally representative sample (n = 2,140; 1,070 males, 1,070 females; 54.8% White, non-Hispanic) between 5 to 17 years old (M = 11.53; SD = 3.54). The combination of symptom and impairment ratings yielded the prevalence rate most consistent with prior epidemiological findings. Students' age, gender, racial, and special education status were significant predictors of symptom count and level of symptom-related impairment. It is critically important to simultaneously consider symptoms and symptom-related impairment when identifying students with ADHD. Student and teacher characteristics may affect ratings and identification results. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
27. A Blueprint for Effectively Using RTI Intervention Block Time.
- Author
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Higgins Averill, Orla, Baker, Diana, and Rinaldi, Claudia
- Subjects
- *
RESPONSE to intervention (Education) , *TEACHERS of children with disabilities , *EDUCATIONAL intervention , *EDUCATION of children with learning disabilities , *SPECIAL education , *METHODOLOGY - Abstract
Many schools have adopted schoolwide intervention blocks as a component of response-to-intervention (RTI) implementation to ensure that students who need intervention are receiving it. However, virtually no peer-reviewed guidance exists for helping teachers manage this time effectively. This article presents a blueprint for organizing intervention block time so that all students benefit. Teachers and principals should consider (a) identifying appropriate assessment and intervention resources, (b) determining professional development needs to improve capacity for intervention delivery, (c) using personnel resources in the most effective way, (d) structuring the time to deliver interventions and engage students who are not receiving intervention, and (e) optimizing the physical space available to deliver interventions. Specific planning considerations are outlined and suggestions for monitoring fidelity of implementation are presented. [ABSTRACT FROM PUBLISHER]
- Published
- 2014
- Full Text
- View/download PDF
28. An Interview With Virginia Brown: A Dynamo With Diverse Interests.
- Author
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Chamberlain, Steven P.
- Subjects
- *
TEACHERS of the learning disabled , *TEACHERS of children with disabilities , *SPECIAL education , *WOMEN authors - Abstract
An interview with author and former Council for Learning Disabilities president Virginia Fletcher Brown is presented. She discusses her career as a teacher, particularly for children with learning disabilities, the books she has written and her evaluation of the status of special education in the U.S. prior to the passage of the Education for All Handicapped Children Act or Public Law 94-142. She also talks about the factors that influenced her interest in special education.
- Published
- 2014
- Full Text
- View/download PDF
29. 'We are Rock Penguins and we know!': a rock band experience from Priory School.
- Author
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Galdo, Maria A. Carrasco
- Subjects
TEACHERS of children with disabilities ,MUSIC in special education ,ROCK groups - Abstract
A personal narrative is presented which explores the how the author, a teacher of teenagers with Severe Learning Difficulties (SLD) and Autistic Spectrum Disorder, formed the Rock Penguins rock band with his students at the Priory School in London, England.
- Published
- 2014
30. Multiple perspectives on integrated education for children with disabilities in the context of early childhood centres in Hong Kong.
- Author
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Lai, Yuk Ching and Gill, Judith
- Subjects
- *
INCLUSIVE education , *MAINSTREAMING in special education , *EDUCATION of children with disabilities , *PARENTS of children with disabilities , *TEACHERS of children with disabilities , *EDUCATION policy , *EDUCATION , *CONFUCIANISM & education , *CHILDREN , *EARLY childhood education , *ATTITUDE (Psychology) - Abstract
The integration of children with disabilities in mainstream early childhood settings is a common practice in many developed and developing countries world-wide. A number of key points have been raised concerning such integration, including the increased attention to civil education about the rights of persons with disabilities, training for teachers, and close communication between the government and the mainstream schools. This paper presents a qualitative study of these critical issues in the context of integrated early childhood centres in Hong Kong. These centres operate under an integration policy inherited from the British colonial period. This policy lies within the larger philosophical context of Confucianism with its commitment to excellence, which makes for an intensely competitive schooling environment. Thus, the story presented in this paper is a collection of multiple perspectives of parents with and without children with disabilities, teachers, and school principals on the topic of integration. Looking at the bigger picture, we argue that rather than simply inheriting a policy that is prone to bureaucratic machinations, the policy must be adopted and owned within the local settings if it is to work properly. The implications of this study resonate with integrated education in settings that may be very different from the ones described herein. [ABSTRACT FROM PUBLISHER]
- Published
- 2014
- Full Text
- View/download PDF
31. 'A clash of two worlds'; disjuncture between the norms and values held by educational practitioners and parents of children with behavioural, emotional and social difficulties.
- Author
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Broomhead, Karen
- Subjects
- *
CHILDREN with disabilities , *SOCIAL marginality , *POOR children , *BEHAVIOR disorders in children , *EMOTIONAL problems of children , *PARENTS of children with disabilities , *TEACHERS of children with disabilities , *VALUES (Ethics) , *CHILDREN , *ATTITUDE (Psychology) - Abstract
This article, by Karen Broomhead of Liverpool John Moores University, discusses an exploration of the clashing norms, values and expectations of parenting behaviours between parents of children with behavioural, emotional and social difficulties ( BESD) and practitioners. Semi-structured interviews with 15 education professionals, employed in both mainstream and BESD schools, highlighted how parents of children with BESD were deemed to experience chaotic, dysfunctional home circumstances, with no boundaries in place for their children. This contrasted with the structure, routine and stability that educational practitioners perceived themselves to provide for pupils with BESD. Practitioners employed in BESD schools elaborated on the perceived norms of chaos and dysfunction held by these parents, and suggested that these were evident due to an intergenerational continuity of ineffective parenting. Problematically, educational practitioners displayed a tacit acceptance of parental norms. This questioned whether advocating for pupils with BESD was at the top of the agenda for professionals, or whether a conflict-avoidance strategy was adopted instead. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
32. The impact of dynamic assessment: an exploration of the views of children, parents and teachers.
- Author
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Lawrence, Nicola and Cahill, Sharon
- Subjects
- *
DYNAMIC assessment (Education) , *EDUCATION of children with disabilities , *CHILDREN with disabilities , *EDUCATIONAL psychology , *PARENTS of children with disabilities , *TEACHERS of children with disabilities , *INCLUSIVE education , *CHILDREN , *ATTITUDE (Psychology) - Abstract
A qualitative research project was carried out to explore the views of children with special educational needs, their parents and teachers about one aspect of educational psychology practice: the dynamic assessment of cognitive skills. The research was carried out in a highly diverse and inclusive borough in East London, by Nicola Lawrence from Hounslow Educational Psychology Service, and Sharon Cahill from the University of East London. The views of nine children were sought through semi-structured interviews regarding the process of dynamic assessment, supported with tools and techniques to facilitate discussion. The views of eight parents and seven teachers were also sought, through semi-structured interviews and focus groups, regarding the psychological reports produced from dynamic assessment. Of the original findings acquired through thematic analysis of the data, those pertaining to the perceived impact of dynamic assessment of cognitive skills are reported. Dynamic assessment was reported to impact positively upon the child's emotional well-being, self-perceptions, approach to learning and social relationships, both directly, and through the subsequent intervention of parents and educators. Dynamic assessment, as well as providing instructionally useful information for parents and teachers, encouraged them to move beyond locating the problem within the child, to reconceptualising their special educational needs in context. As a result, parents and teachers became more positive and optimistic about the child, the current situation and the child's future. Dynamic assessment impacted upon the child's holistic needs, parenting and the development of inclusive practice in the classroom. It is concluded that from the perspective of service users, dynamic assessment forms a worthwhile and valuable part of educational psychology practice. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
33. Helping Students With Disabilities Comprehend Text in Online Coursework.
- Author
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Rice, Mary and Greer, Diana
- Subjects
- *
EDUCATION of children with disabilities , *ONLINE education , *TEACHERS of children with disabilities , *PARENTS of children with disabilities , *READING - Abstract
Increases in technological capabilities are enabling more students to complete schoolwork in online learning environments in addition to and sometimes instead of traditional classrooms. Teachers, parents, and learning coaches who are working with students using these online environments need to know about the complexity of the text with which students with disabilities can be presented so that they can employ scaffolding strategies to help the students experience success in comprehending the sometimes text-laden world of online learning environments. This article outlines those challenges and offers support materials for meeting them. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
34. Making Online Learning Accessible for Students With Disabilities.
- Author
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Hashey, Andrew I. and Stahl, Skip
- Subjects
- *
TEACHING aids , *ONLINE education , *VIRTUAL schools , *EDUCATION of children with disabilities , *TEACHERS of children with disabilities , *WEB accessibility , *LEARNING Management System - Abstract
The article discusses the need for teaching aids and devices that are used in online education and virtual schools to be accessible to students with disabilities. Topics discussed include the need for websites used in online education to meet Section 508 requirements of the 1973 U.S. Rehabilitation Act, the creation of the voluntary product accessibility template (VPAT), and the accessibility considerations for when using learning management systems (LMSs).
- Published
- 2014
- Full Text
- View/download PDF
35. Doing the Math: Supporting Students With Disabilities in Online Courses.
- Author
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Serianni, Barbara A. and Coy, Kimberly
- Subjects
- *
EDUCATION of children with disabilities , *ONLINE education , *MATHEMATICS education , *PARENTS of children with disabilities , *TEACHERS of children with disabilities , *BLENDED learning , *EDUCATIONAL technology - Abstract
The article discusses ways for teachers and parents to support students with disabilities who take online courses in mathematics. Topics discussed include the use of blended learning, in which students spend some time taking traditional classes and other time taking web-based courses, the importance of technology in student success, and the role of the learning coach in supporting students. INSET: Technology Considerations.
- Published
- 2014
- Full Text
- View/download PDF
36. Understanding the Roles of Families in Virtual Learning.
- Author
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Currie-Rubin, Rachel and Smith, Sean J.
- Subjects
- *
PARENT participation in education , *PARENTS of children with disabilities , *EDUCATION of children with disabilities , *ONLINE education , *STUDENT engagement , *TEACHERS of children with disabilities - Abstract
The article discusses the role of parents in their children's online learning. Topics discussed include the use of online education by children with disabilities, the challenges parents may have in keeping their children engaged with their online lessons, and the connection between parents and teachers in online education. INSETS: Introductory Parent Letter;Sample Teacher Questions for Online Parent/Family Introductions.
- Published
- 2014
- Full Text
- View/download PDF
37. Critical Considerations for Teaching Students With Disabilities in Online Environments.
- Author
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Greer, Diana, Rowland, Amber L., and Smith, Sean J.
- Subjects
- *
EDUCATION of children with disabilities , *ONLINE education , *BLENDED learning , *TEACHERS of children with disabilities , *PARENTS of children with disabilities , *TEACHING aids - Abstract
The purpose of this article is to provide teachers and their supporting team (e.g., parents) with an understanding of the implications of blended and virtual learning for students with disabilities. To support these students, it is important to have an understanding of the manner in which a significant majority of blended and virtual learning is delivered for today’s K–12 student. Many blended and online programs include resources and tools teachers can use to adapt and extend student learning. This article offers tips, strategies, and resources to the novice as well as a veteran teacher moving to instruct in the blended or virtual learning environment. INSET: Center on Online Learning and Students With Disabilities. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
38. A complete circuit: the role of communication between class teachers and support staff and the planning of effective learning opportunities.
- Author
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Docherty, Rebecca
- Subjects
- *
TEACHERS of children with disabilities , *EDUCATION of children with disabilities , *ZONE of proximal development , *SPECIAL needs students , *LEARNING , *MAINSTREAMING in special education , *TEACHER collaboration , *COMMUNICATION & education , *EDUCATION - Abstract
Interpretative Phenomenological Analysis was used to explore how support staff make sense of their experiences of assisting children with additional support needs in mainstream classes. Focussed and productive communication with the class teacher was perceived as being crucial to effective practice. A conclusion of this study is that absence of communication relating to pedagogy and pupil need between class teachers and support staff prevents effective planning on the part of the teacher and effective support practices on the part of the additional supporting adult. [ABSTRACT FROM PUBLISHER]
- Published
- 2014
- Full Text
- View/download PDF
39. In their Own Words: Novice Special Education Teachers' Experiences of Teaching Students with Disabilities.
- Author
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Mariano-Lapidus, Susan
- Subjects
SPECIAL education teachers ,EDUCATION of students with disabilities ,TEACHERS of children with disabilities ,SENSORY perception ,GRADUATE students ,TEACHER certification ,METROPOLITAN areas - Abstract
The present investigation used reflective narratives to examine the perceptions of novice special educators toward their students and to examine the levels of reflection (VanManen, 1977). Six graduate students in an alternate route teacher certification program, who were teaching in a major metropolitan setting, contributed to this study. Results were examined to assess any change in the level of reflection from the initial narrative and a re-examination of the narrative and to discover major themes that emerged in the first and second narrative. Implications for teacher preparation and student learning are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
40. Oral Health-Related Quality of Life among Parents and Teachers of Disabled Schoolchildren in Kuwait.
- Author
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Shyama, Maddi, Honkala, Sisko, Al-Mutawa, Sabiha A., and Honkala, Eino
- Subjects
- *
QUALITY of life , *TOOTH care & hygiene , *PARENTS of children with disabilities , *TEACHERS of children with disabilities , *HEALTH status indicators , *HEALTH behavior - Abstract
Objective: The objective of this study was to assess the oral health-related quality of life between the parents and the teachers of disabled schoolchildren in Kuwait. Subjects and Methods: The three category response version of the General Oral Health Assessment Index (GOHAI) (12 questions, always, sometimes, never) was used in the questionnaires in Kuwait. Three hundred and eight (308) parents and 112 teachers were enrolled in this study. Results: The mean age of the parents was 45 ± 9.9 years and of the teachers 38 ± 8.4 years. The mean GOHAI was 27.2 ± 3.5 among the parents and 27.8 ± 3.3 among the teachers (p = 0.091). GOHAI was higher in the older age groups (p = 0.002) and among the parents with a university education (p < 0.001). GOHAI was also higher with increasing toothbrushing frequency among the parents (p = 0.047) and the teachers (p = 0.003). Altogether, 203 (66%) of the parents and 85 (76%) of the teachers were always able to swallow comfortably; 123 (40%) of the parents and 41 (37%) of the teachers were able to eat without discomfort. Overall, 132 (43%) of the parents and 41 (37%) of the teachers were always pleased and happy with the looks of their teeth and gums, or dentures. The Cronbach's alpha (0.83) indicated a high degree of internal consistency between different GOHAI items. Conclusion: There seemed to be no difference in the impact of oral health on the quality of life between the parents and the teachers of disabled schoolchildren. Oral health had a relatively weak impact on the quality of life of these adults. Copyright © 2012 S. Karger AG, Basel [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
41. The Council for Exceptional Children's Position on Special Education Teacher Evaluation.
- Subjects
- *
SPECIAL education teachers , *TEACHER evaluation , *TEACHERS of children with disabilities , *TEACHERS of gifted children , *PROFESSIONALISM , *EVIDENCE-based education , *ACADEMIC improvement - Abstract
The article presents the Council for Exceptional Children's (CEC) position on the evaluation of special and gifted education teachers. According to the CEC, a teacher evaluation system should be developed using research-based standards, support the professional development of teachers, and be open to examination and input from the teachers being evaluated. The CEC stresses that teacher evaluations must take into account the complex roles of special education teachers and continually incorporate current research in education. Other topics include evidence-based standards, the professionalism of special education teachers, and the role of student improvement in evaluations.
- Published
- 2013
- Full Text
- View/download PDF
42. The efficacy of using the New Zealand Child and Youth Profile in planning for children with autism spectrum disorder transitioning to school : stakeholder perspectives : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany, New Zealand
- Author
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de Graaf, Shelley R. and de Graaf, Shelley R.
- Abstract
This research explores use of the New Zealand Child and Youth Profile (NZCYP), an in-depth information gathering and assessment tool designed specifically for New Zealand educational contexts. The research centres on educational planning for children with Autism Spectrum Disorder (ASD) transitioning to school. Research shows that while it is essential to have successful educational transitions, particularly for children with additional needs, the processes involved in planning do not always meet best practice standards. This study takes a phenomenological approach to exploring participants’ perceptions regarding the efficacy of using the NZCYP in planning for children with ASD transitioning to school. This is answered by considering two key aspects: how stakeholders perceive the functionality of the NZCYP in planning for children with ASD transitioning to school, and how stakeholders perceive the impact that using the NZCYP has on planning for children with ASD transitioning to school. The stakeholders (parents and teachers) of two children with ASD approaching school age trialled the use of the NZCYP and were then interviewed individually. The findings of this research indicate that the majority of participants did find that the NZCYP helped to facilitate the planning for transition to school of a child with ASD. Participants noted both an improvement in their understanding of the child, and a higher standard of collaboration and communication between stakeholders. It is hoped this study will inform educational practitioners and parents about the suitability and benefits of using the NZCYP in educational planning, particularly for children with ASD.
- Published
- 2019
43. Six Tips for Successful IEP Meetings.
- Author
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Diliberto, Jennifer A. and Brewer, Denise
- Subjects
- *
EDUCATION of students with disabilities , *INDIVIDUALIZED education programs , *INSTRUCTIONAL systems , *TEACHERS of children with disabilities , *TEACHING , *PARENT-teacher relationships , *PARENT participation in education , *MEETING planning - Abstract
The article provides suggestions for teachers on holding meetings for developing a student with disabilities' individualized education program (IEP). According to the article, a major component of this success is open communication and the inclusion of parents from the start of the program's development. Other suggestions provided by the author include the importance of pre-meeting planning, developing and distributing a meeting agenda, and ensuring members of the IEP team have all essential knowledge regarding the student and practices.
- Published
- 2012
- Full Text
- View/download PDF
44. Purposeful Assessment Practices for Co-Teachers.
- Author
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Conderman, Greg and Hedin, Laura
- Subjects
- *
TEACHING teams , *TEACHING , *ACADEMIC achievement testing , *ACADEMIC achievement , *EDUCATION of students with disabilities , *TEACHERS of children with disabilities , *STANDARDIZED tests , *LESSON planning - Abstract
The article looks at ways co-teachers, or teaching teams, of students with disabilities can discuss and develop assessments to inform academic instruction. The article defines typical co-teaching and states the three components as co-planning, co-instructing, and co-assessing. The authors focus on co-assessment and describe ways in which assessments can be differentiated and their effects. These include ways co-teachers can share assessment responsibilities, discuss assessment philosophy, and use sources such as standardized test scores for data before instruction. According to the article, when both teachers are involved in assessment development students receive the maximum benefits.
- Published
- 2012
- Full Text
- View/download PDF
45. Decreasing Disruptive Vocalizations of a Student With High-Functioning Autism Across Three General Education Classrooms.
- Author
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Banda, DevenderR., Hart, StephanieL., and Kercood, Suneeta
- Subjects
- *
AUTISM in children , *CASE studies , *BEHAVIOR modification for autistic children , *EDUCATION of autistic children , *TEACHERS of children with disabilities , *BEHAVIOR disorders in children ,FUNCTIONAL assessment of problem children - Abstract
The authors conducted this study to decrease disruptive vocalizations in a 3rd-grade student with high-functioning autism across 3 general education classrooms. They used direct and indirect approaches of functional behavior assessment to determine the function of the disruptive behavior. Results indicated that the behavior was maintained by attention from the teachers. To reduce the disruptive vocalizations, the teachers implemented noncontingent attention, which was tracked across 3 content areas with 3 different teachers in 3 settings using an AB design. Results showed decreased disruptive vocalizations across all 3 environments. Results and implications for practice and research are discussed. [ABSTRACT FROM PUBLISHER]
- Published
- 2012
- Full Text
- View/download PDF
46. Changes in Preservice Teacher Attitudes Toward Inclusion.
- Author
-
Swain, KristineD., Nordness, PhilipD., and Leader-Janssen, ElizabethM.
- Subjects
- *
TEACHERS of children with disabilities , *EDUCATION of students with disabilities , *TEACHER attitudes , *TEACHING methods , *TRAINING of special education teachers , *SOCIAL integration , *STUDENT teachers - Abstract
Despite federal mandates to educate students with disabilities in the least restrictive environment, teachers continue to have mixed feelings about their own preparedness to educate students with disabilities in the general education setting. However, research has demonstrated that teachers with more positive attitudes toward inclusion are more apt to adjust their instruction and curriculum to meet individual needs of students and have a more positive approach to inclusion. The purpose of this study was to examine the change in preservice teachers’ beliefs and attitudes about inclusive practices following an introductory special education course, paired with a 24-hr practicum. Results suggest that a special education course paired with a field experience working with students with disabilities can significantly influence preservice teachers’ attitudes toward inclusion. [ABSTRACT FROM PUBLISHER]
- Published
- 2012
- Full Text
- View/download PDF
47. Immersing Students in the Culture of Disability Through Service Learning.
- Author
-
Santos, Rosa Milagros, Ruppar, Andrea L., and Jeans, Laurie M.
- Subjects
TRAINING of special education teachers ,SERVICE learning ,TEACHERS of children with disabilities ,STUDENTS with disabilities ,STUDENT teachers ,LEARNING goals - Abstract
This article provides a description of service learning implemented in an introductory special education course focused on the culture of disability. Collaborating with liaisons from five community service organizations, students provided services to individuals with disabilities in a variety of projects across two semesters. Communication and collaboration at all phases of the project were essential to ensuring that service learning was salient to the organization and meaningful to the students. The students presented a final report about their service-learning project and individually submitted a paper reflecting on their experience. Pre- and post-ratings of students' perspectives of the culture of disability were gathered. Students reported increased knowledge related to course content, and all participants reported satisfaction with the projects. Strategies that proved successful in assisting students accomplish their project goals are discussed. Recommendations for the use of service learning in personnel preparation of future special educators are presented. [ABSTRACT FROM AUTHOR]
- Published
- 2012
- Full Text
- View/download PDF
48. THE EFFECTS OF ON-GOING CONSULTATION FOR ACCOMMODATING STUDENTS WITH DISABILITIES ON TEACHER SELF-EFFICACY AND LEARNED HELPLESSNESS.
- Author
-
Gotshall, Christine and Stefanou, Candice
- Subjects
- *
EDUCATION of children with disabilities , *RESPONSE to intervention (Education) , *TEACHERS of children with disabilities , *STUDENTS with disabilities , *HELPLESSNESS (Psychology) , *SELF-efficacy in teachers , *TEACHER self-evaluation - Abstract
Current best practice suggests inclusion for teaching children with disabilities. This requires teachers to be well-trained in accommodating instruction to meet the needs of children with disabilities. As more schools move to embrace Response to Intervention as a framework for addressing the educational needs of all children, teachers will need to feel even more capable of meeting diverse learners' needs. How capable teachers feel they are to accommodate instruction so that students succeed is a question of much discussion. This study investigated how teachers feel about their abilities to educate students who are at-risk and those with special needs and the relationship between teacher efficacy, learned helplessness and the presence or absence of support through consultation. Results suggest that the presence of consultation was the sole factor among the variables addressed that affected reported self-efficacy and learned helplessness in relation to teaching students with disabilities. [ABSTRACT FROM AUTHOR]
- Published
- 2011
49. Exploring inclusive pedagogy.
- Author
-
Florian, Lani and Black‐Hawkins, Kristine
- Subjects
- *
TEACHING methods , *TEACHERS of children with disabilities , *INCLUSIVE education , *STUDENTS with disabilities , *INDIVIDUALIZED instruction , *TEACHING research , *PEDAGOGICAL content knowledge - Abstract
This paper reports on a study designed to examine teachers' craft knowledge of their practice of ‘inclusion’ in terms of what they do, why and how. The research approach offers an important alternative to studies of students with ‘additional needs’ and the search to articulate the specialist knowledge and skill required to teach them. Through classroom observations and interviews with 11 teachers of students across the full age range in two Scottish primary schools, we investigated how teachers make meaning of the concept of inclusion in their practice by exploring theoretical assumptions drawn from the literature about inclusive pedagogy. The analysis enabled us to identify practical examples of inclusive pedagogy that met the standard of extending what is generally available to everybody, as opposed to providing for all by differentiating for some. Examples of the inclusive pedagogical approach are provided. [ABSTRACT FROM PUBLISHER]
- Published
- 2011
- Full Text
- View/download PDF
50. Intensive Reading Instruction For Learners With Developmental Disabilities.
- Author
-
Schnorr, Roberta F.
- Subjects
- *
EDUCATION of developmentally disabled children , *READING (Elementary) , *EMERGENT literacy , *TEACHING methods , *ORAL reading , *TEACHERS of children with disabilities , *INDEPENDENT reading - Abstract
It is common for many students with developmental disabilities to demonstrate characteristics of emergent readers beyond kindergarten and first grade, even if they are members of classes that offer many rich literacy opportunities. This article proposes a lesson frame for intensive reading instruction for students with developmental disabilities who may be long-term emergent readers. Structured shared reading offers a way for teachers to provide systematic instruction that allows students to experience success as readers while developing a strong foundation of critical behaviors and skills for independent reading. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
- View/download PDF
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