Showing papers in "Teacher Education and Special Education in 2002"

Inclusive Attitudes, Strengths, and Weaknesses of Pre-service General Educators Enrolled in a Curriculum Infusion Teacher Preparation Program

Abstract: The inclusive attitudes of 181 undergraduate preservice general educators were measured using modified versions of the Opinions Relative to Integration of Students with Disabilities scale. A series...

Inclusion and School Change: Teacher Perceptions Regarding Curricular and Instructional Adaptations:

Abstract: This investigation used qualitative methods to address teacher perceptions regarding curricular and instructional changes that were made as inclusive programs for students with mild disabilities we...

Burnout Among Special Education Teachers in Self-Contained Cross-Categorical Classrooms:

Abstract: This study examined degrees of burnout and the impact of three separate classroom conditions: the number of heterogeneous disability categories, caseload size, and the proportion of students with emotional impairments to the total class composition, among seventy-seven full-time special education teachers, with endorsements to teach students with learning disabilities, assigned to self-contained classrooms at the intermediatelmiddle school level in Michigan. This study simultaneously accounted for background and organizational variables reported to influence teacher stress, burnout, and attrition. The Maslach Burnout Inventory Educators Survey (1996), measured degrees of burnout based on Emotional Exhaustion, Depersonalization, and Personal Accomplishment. The Student Diversity and Organizational Satisfaction Survey identified participant background variables and satisfaction with organizational factors. Results indicated that neither the number of heterogeneous disability categories nor students per case...

Unifying General and Special Education: What Does the Research Tell Us?:

Abstract: The Individuals with Disabilities Education Act has provided the impetus to educate all children in more inclusive settings. With the move toward inclusion has come the recognition that changes must occur in the manner in which teachers are prepared. Since the 1970s, efforts have been made to ensure that general educators have some content in their preservice preparation programs related to disabilities either through modifying existing courses or by adding special education courses to the curriculum. However, research suggests that such practices have not resulted in adequately prepared general educators for inclusive settings. A more recent early childhood education trend in preparing preservice students for inclusive settings is to unify general and special education curricula in universities/colleges. An overview of efforts toward unification and a summary of the limited research in this area are provided. The remaining articles in this topical section are introduced with a discussion of the need for ...

A Qualitative Analysis of the Benefits and Limitations of Using Two-way Conferencing Technology to Supervise Preservice Teachers in Remote Locations

Abstract: The purpose of this inquiry was to describe the benefits and limitations of using two-way audio/video conferencing technology in a preservice teacher training program located in a remote area. Two-way conferencing technology was introduced on a trial basis to assist in the supervision of practicum students and student teachers in remote university distance education sites. A qualitative analysis was conducted using the university supervisor's field notes and the opinions of students and cooperating teachers as data sources. Some of the perceived benefits include: increased contact with on-campus personnel; opportunities for face-to-face interactions; and the chance to provide immediate feedback to field-based students. Limitations noted by the informants include: problems with the microphones; concerns about conferencing via modem and overcoming the initial fear of being on camera. The informants also offered suggestions for improving the technology and recommended other ways the technology could be used ...

A Collaborative Research Project To Improve the Academic Performance of a Diverse Sixth Grade Science Class.

Abstract: All educators must be prepared to meet the substantial instructional challenges that await them in 21st Century classrooms. Significant among these challenges will be the ability to improve the aca...

Evaluating Instruction in Distance Learning Classes.

Abstract: Techuology-mediated distance education (e.g., two-way interactive television, Web based instruction) is revolutionizing the delivery of university-level courses. The great promise provided by incre...

Assessing and Monitoring Student Progress in an E-Learning Personnel Preparation Environment.

Abstract: E-learning has emerged as a form of pedagogy and as a delivery system with broad implications for meeting personnel needs nationally in special education. At present, it is important to make investments in research and development to ensure that this new pedagogy becomes fully developed and is appropriately applied. Assessment and monitoring of student progress in e-learning environments is an important element of this new form of pedagogy that requires research attention to maximize the effectiveness of e-learning when applied to teacher education. The authors draw upon their personal online teaching experience in addressing strategies for assessing student performance and using electronic portfolios in e-learning erevironments, both presented as integral aspects of e-learning instructional process. Perspectives from the literature and lessons learned from the authors are also shared.

Planning and Delivery of Online Coursework in Special Education.

Abstract: Online instruction is a growing means of delivering coursework in special education programs, especially for distant students. As instructors in higher education begin to experiment and adopt this mode of delivery, issues in planning and delivery need to be considered. Based on the experiences of the authors and a review of the literature, this article addresses issues in three aspects of the planning and delivery of online content: (a) online support services, (b) technology assistance, and (c) course content. In addition, recommendations for administrators and instructors are offered.

Choices of Instructional Practices and Efficacy Beliefs of Israeli General and Special Educators: A Cross-Cultural Research Initiative

Abstract: Abstrctct. The study examined teacher choices of instructional practices needed in inclusive settings and their efficacy beliefs. Subjects were 560 general education and 139 special education teachers in Israel. Participants responded to a 68-item questionnaire about instructional practices and a 13-item self-efficacy scale. Significant differences between reported use and judgments of the effectiveness of various groups of practices were fourcd between groups. Special education teachers reported using more frequently individualized instruction strategies and assessment procedures. General educators reported communicating more with parents and with students. Both groups rated significantly higher all strategies for effectiveness than for use. Significant correlations, particularly for the general education group, were found between self-efficacy beliefs and choices of instructional behaviors. Scores on the self-efficacy scale were significantly higher for the special education group than for their counter...

Graduates' Perceptions of Strengths and Needs in Interdisciplinary Teacher Preparation for Early Childhood Education: A State Study

Abstract: While the national growth of interdisciplinary early childhood education (ECE) and early childhood special education (ECSE) teacher preparation has been documented, research into these programs is scarce. This study was conducted to gather graduates' perceptions of their preparation in a statewide system of ECE/ECSE interdisciplinary teacher preparation programs. A southeastern state implemented the new approach to preparing teachers to work with infants, toddlers, and young children with and without disabilities, and their families, in 1992. As one of the first stand-alone blended teacher preparation licenses, the Birth through Kindergarten license in this state is a competency-based approach to licensure combining the NAEYC and DEC preparation standards. A mail survey of graduates from seven state- and NCATE-approved blended programs was conducted during the first year of employment. Participants were asked to rate their preparation in state licensure competencies. Perceived strengths were higher in are...

Using Problem-Based Learning as a Tool for Learning To Teach Students with Special Needs.

Abstract: This article describes how Problem-based learning (PBL) was used as a pedagogical tool to help prospective teachers (a) define various disabilities, (b) learn teaching strategies for inclusion settings, and (c) value collaboration with other professionals. Qualitative and quantitative data are reported about the influence of the PBL experience on 44 preservice teachers during a semester-long PBL experience. Our findings indicate that engagement in PBL can help prospective teachers begin to acquire the knowledge, skills, and attitudes needed to work with children with disabilities in a problem-solving atmosphere that models and emphasizes peer collaboration.

Report of the Wingspread Conference: Preparing Teachers to Work with Diverse Learners

Abstract: The need to enhance our efforts in preparing teachers for diversity is widely recognized across many educational fronts. Educational organizations with a vested interest in teacher preparation have mobilized to address this need. There are, however, few collaborative efforts across organizations to address this important task, The Wingspread Conference described in this paper was designed to be one step in the process of forging interorganizational alliances to promote teacher preparation for diversity. The goal of this conference was to establish a set of guiding principles and suggested actions that could be embraced and cooperatively supported by all participating organizations.

Characteristics of Unified and Separate Early Childhood Education and Early Childhood Special Education Programs: A National Study

Abstract: This study examined the characteristics of course content, field experiences, and program administration at 14 unified early childhood/early child special education (ECE/ECSE) and 13 separate ECE a...

Sensitizing Teachers to English Language Learner Evaluation Procedures for Students with Learning Disabilities.

Abstract: Identifying appropriate evaluation strategies for students who are English Language Learners (ELL) and have a learning disability is of critical importance in today's schools. A lack of sensitivity to the differences in ELL characteristics and Those of learning disabilities has often resulted in over-identification for special education services. This study examines the effect of training on teachers' sensitivity to the complex issues surrounding the evaluation process of second language acquisition and its similarities to learning disabilities. A group of teachers were trained using a CD-ROM instructional program and then surveyed to ascertain their sensitivity to components of evaluations for English language learners and students with learning disabilities. Responses from a control group of untrained teachers were compared with the trained responses. Significant differences were noted between the two groups indicating the efficacy of training teachers to be sensitive to the conventional second language...

Teacher Education Students with Disabilities: Participation and Achievement Factors:

Abstract: Students with disabilities are entering teacher education programs in expanding numbers; yet, they are experiencing varying degrees of success. Factors impacting students' with disabilities participation and achievement in teacher education programs are presented and federal legislation affecting their involvement in teacher preparation programs is reviewed. Additionally, conditions affecting students' with disabilities admission, performance of essential teaching functions, accommodation provision, and accessibility in teacher education programs are examined. Issues involving basic skills competency testing, essential teaching function interpretation and performance, faculty attitude, and student self-advocacy skills are discussed. Recommendations for future research also are presented.

Knowing What to Expect: Introducing Preservice Teachers to IEP Meetings

Abstract: M than five million IEP conferences are conducted each year. Despite the number of meetings, many IEPs are not educationally useful or legally correct (Bateman & Linden, 1998). A common concern for principals and special education directors hiring new special education teachers is their lack of information concerning IEP development and experience establishing parent relationships that are required to produce valid, family-centered, and legally compliant IEPs (Gelzheiser, McLane, Meyers, & Pruzek, 1998; Huefner, 2000). For decades prior to the enactment of P.L. 94-142, now the Individuals with Disabilities Education Act (IDEA), parents and family members were totally alone in their burden of educating and caring for their children with disabilities. IDEA not only guaranteed a free and appropriate education for all children, it also mandated parent involvement (Simpson, 1996). Parental participation as a right enforceable by law was possibly the most radical provision of the law. This provision is based on the assumption that parental participation is beneficial to both parents and professionals and is a vehicle to hold schools accountable to parents and students (Turnbull, Turnbull, & Wheat, 1982 as cited in Rock, 2000). Congress upheld these assumptions in two reauthorizations of P.L. 94-142; IDEA 1997 strengthens and expands the role of parents (Bateman & Linden, 1998). IEPs have been identified as the most significant component of IDEA. Two major elements characterize IEPs. First, the IEP meeting is a process of joint decision-making for parents and professionals. Second, the IEP document describes and documents decisions made by parents and professionals (Simpson, 1996). While the IEP provides a tool that is intended to be used to initiate and implement a parent-professional partnership facilitating an effective and appropriate education for children with disabilities, the legal rights of children and parents and the mandate for parent involvement do not always result in a positive parent teacher partnership (Simpson, 1996). Despite the emphasis on active family involvement and the ongoing rhetoric regarding collaboration, there are many reports indicating that family involvement continues to be passive or submissive participation (Ferguson, Ferguson, & Jones, 1988; Gallivan-Fenlon, 1994; HanleyMaxwell, Whitney-Thomas, & Pogoloff, 1995; Harry, 1992). Passive participation cannot be the ideal or most productive role in light of the fact that family members are generally the one constant in the lives of individuals with disabilities. Family members often remain actively involved, providing or obtaining supports and services throughout the life span (Ferguson, Ferguson, Jeanchild, Olson, & Lucyshyn, 1993). Contradictions often exist between professional espoused values related to family involvement and the reality of daily practices when interacting with families (Pogoloff, 1997).

Collaborative Program Development between Secondary Science, Mathematics and Special Educators.

Abstract: ence. However, for many students with special needs, these curricular areas are ones that are particularly difficult to master (Brownell & Thomas, 1998; Burgstahler, 1994; Kimmel & Deek, 1999; Mastropieri & Scruggs, 1995; Pugach & Johsnon, 1995). Three important national movements in education influence the need for collaborative efforts between special education, math and science. These movements include a focus on inclusive education, Reauthorization of Individuals with Disabilities in Education Act (IDEA), 1997 and Goals 2000. In the Reauthorization of

Preservice General Educators' Perceptions of Structured Reflective Logs as Viable Learning Tools in a University Course on Inclusionary Practices

Abstract: Seeking to strengthen preparation of preservice general educators for the realities of inclusive school settings, two special education teacher educators from different universities used content-based structured reflective log writing as an integral course requirement. Faced with teaching intensive course content within a limited time frame, the log writing was structured to enhance the preservice general educators' knowledge base/understanding and problem solving/reflective skills. In this article, we delineate findings from a qualitative analysis of 80 preservice general educators' perceptions of the strengths and limitations of the structured log writing. Our findings validate our objectives for using structured logs and indicate that the preservice educators perceived more strengths than limitations to writing structured reflective logs. The benefits included perceiving the logs as essential multi-purpose learning and study tools for reflecting, connecting, and collecting/maintaining information. Limi...

Unified Early Childhood Personnel Preparation Programs: Perceptions from the Field

Abstract: Two complimentary data sets were collected to gain an understanding of unified early childhood (EC) and early childhood special education (ECSE) programs. The first data set, was obtained by interviewing 28 university faculty members who were key faculty administrating these unified programs. These data focused on the development and characteristics of unified EC and ECSE programs. The second data set was obtained from graduates from unified, dual, ECE, or ECSE Master programs. These data focused their perceptions regarding the knowledge base gained from their program of study. These data indicated that providing a unified vision of early childhood education is an on-going process. Respondents described many barriers and successes. All programs had course work from at least two different disciplines and collaboration among disciplines was prominent. Commitment and collaborative problem-solving were described as critical to on-going success. The data from program graduates provided some interesting trends ...

Are Professionals Ready for Educational Partnerships? The Evaluation of a Technology-Enhanced Course to Prepare Educators for Collaboration

Abstract: This article describes a federally funded project designed to create and evaluate a technology-enhanced course to prepare educators for collaboration A brief rationale is presented followed by a theoretical overview of the course The topical content and technology components are also described Results of mixed methodology of quantitative and qualitative analyses are reported and suggest that learners made significant cognitive gains Similarly, participants' perspective of the experience was generally positive Implications for teacher education programs and further development of technology-enhanced courses are discussed

Addressing Theory Ethics, Power, and Privilege in Inclusion Research and Practice

Abstract: In this article, we elucidate the complexities involved in serving economically disadvantaged culturally and linguistically diverse students with disabilities in inclusive settings. Moreover, we illustrate how cultural-historical activity theory can be used to study inclusion more substantively and to identify modes of discourse that might lead to more efficacious outcomes for culturally and linguistically diverse learners and their teachers. Throughout this discussion, we focus on ethics, power, privilege and how these concepts must be considered broadly and continually in order to promulgate more equitable and effective inclusive education practices. In addition, we provide implications for future practice, teacher education, and research,

The Virtual Conference Room: Online Problem Solving for First Year Special Educators

Abstract: Virtual teams, using existing telecommunications technology, are employed by government and industry to meet the changing needs of the new millennium. The use of virtual teams by business has become part of the new workplace phenomena. Despite their obvious potential, virtual communications in Special Education are limited to electronic mail, video-conferencing, and discussion forums. The use of virtual teams in field of education is largely unexplored. The following is a description of a web-based, virtual, problem-solving process used by teams of Special Educators to address problems encountered by first year teachers. Assessment by team participants indicates that an in vivo problem solving and collaboration process was successfully replicated as an online phenomenon and a representative case, illustrating the process, is presented. A web-site, titled The Conference Room, is proposed as a model for building electronic bridges between teacher preparation faculty and their graduates and for offering conf...

Comparing the Developmentally Appropriate Practice (DAP) Beliefs of Practitioners in General and Special Early Childhood Service Settings

Abstract: This study examined the developmentally appropriate practice (DAP) beliefs of 113 practitioners employed in either general early childhood service settings (n = 74) or special early childhood service settings (n = 39) in a southern state. Results obtained on the Teachers Beliefs Scale were remarkably similar across settings, indicating general consensus on the importance of DAP practices among practitioners employed in both types of service settings. The major areas of difference between individuals employed in the two different service settings were related to the appropriateness of implementing behavioral teaching and classroom management strategies (e.g., positive reinforcement and punishment). Practitioners employed in special early childhood service settings viewed behavioral strategies as being more appropriate than did practitioners employed in general early childhood service settings. No important relationships were found between DAP beliefs and individual characteristics of the respondents, such ...

States' Diversity Requirements for Teachers

Abstract: All states and the District of Columbia were requested to send documents describing requirements for teachers in preparation for diversity. Documents were then analyzed to determine the definition ...

Beyond Textbooks: A Rationale for a More Inclusive Use of Literature in Preservice Special Education Teacher Programs

Abstract: The role of any teacher education program in the field of special education has been to prepare its graduates to become successful classroom teachers. Teacher education programs have constantly searched for the best available practices to educate future teachers. Historically, textbooks have been the predominant form of information dissemination within the university culture. The use of textbooks, bound by structure and limited by content, has narrowed the knowledge base that teacher education graduates bring to their role as practitioners. The purpose of this paper is to promote the increased use of literature in preservice special education teacher preparation programs to better prepare educators to serve individual learners with special education needs.

Interdisciplinary Education of Social Inclusion Facilitators in Early Childhood Settings

Abstract: Successful inclusion of very young children with disabilities in natural environments requires professionals to have specialized skills including: collaboration with the child's parents and caregivers and other professionals, ecologically valid assessment of the child within the context of his or her natural environment, and the design of an individualized program within the routines of the child's inclusive settings. To provide preservice preparation for graduate students focused on full inclusion of young children with disabilities, a collaborative interdisciplinary program was developed. Components of the program included (a) interdisciplinary course work, (b) competency-based seminars, and (c) and an interdisciplinary practicum providing opportunities for students to implement inclusion focused knowledge and skills. A description of the program and outcomes are presented.

The Use of Distance Education in a Collaborative Course in Early Childhood Special Education

Abstract: Eight faculty members from five different campuses across the state of Wisconsin collaboratively taught a seminar course in early childhood special education through distance education technologies. A description of the course development and implementation is provided followed by summaries of the qualitative and quantitative analyses of student and faculty data. While the initial purpose for the course was program improvement through shared faculty expertise, comfort and skill in using distance education technologies also grew as a result of the course for both students and faculty. Students positively rated their acquisition of content as a result of the on-line and in-class activities.

Software Evaluation for Special Needs: Preparing the Preservice Teacher from an Inservice Perspective

Abstract: For most experienced educators, choosing software for children with disabilities is challenging as the number of programs in our technology rich marketplace increases dramatically. Purchasing titles for entertainment is much less complicated than selecting effective educational materials based upon sound instructional objectives through a systematic review of characteristics of learner and learning environment. This study was designed to investigate the software selection process engaged in by special education teachers. Questionnaires were completed by 144 respondents with a return rate of 69% to (a) identify characteristics perceived as important to consider when determining which programs to select for use by students with high incidence disabilities, and (b) ascertain a list of software titles used in special education classrooms currently. Based upon qualitative data analysis, results indicated ten themes inservice teachers consider when selecting software titles. Those themes include: (a) welcoming;...