CSRQ Center Report on Education Service Providers

2001 ◽  
Keyword(s):  
Service Providers ◽  
Center Report ◽  
Education Service

Effective Co-Teaching Practices Within the Inclusive Classroom

2020 ◽  
Author(s):  
Kathleen Magiera
Keyword(s):  
High School ◽  
Special Education ◽  
General Education ◽  
Student Teachers ◽  
Students With Disabilities ◽  
Teaching Practices ◽  
Service Providers ◽  
Inclusive Classroom ◽  
Special Education Service ◽  
Education Service

Co-teaching can be defined with a multitude of formats in a variety of educational settings. Its underlying concept is that at least two professionals collaborate during their instruction and strengthen their delivery, resulting in improved student outcomes. Partnerships that can be deemed as co-teaching could include pairing various combinations of university instructors, teachers of English-language learners, special education service providers, and student teachers but the following review of co-teaching targets the special education service model. In the preschool through high school setting, the continuing trend toward greater inclusion of students with disabilities means that all teachers are faced with teaching their content to increasingly diverse students. A popular service used to accomplish inclusive practices from preschool to high school is co-teaching. Co-teaching is a service by which students with disabilities and their teachers collaborate together for the purpose of providing students with and without disabilities access to the general education curriculum with specially designed instruction. Co-teaching usually occurs for a designated portion of the instructional day. By carefully planning together, co-teaching pairs provide more intense instruction to the entire class based on the general education content and the learning goals for students with disabilities. While instructing together, both teachers often form smaller instructional groups for more individualized lessons. The co-teachers use their assessment data to inform future instruction within the inclusive classroom. By implementing the effective co-teaching practices of shared planning, instructing, and assessing, teachers become equal partners for the benefit of all students.

scholarly journals Web-Based New Student Admission Information System Using Waterfall Method

SinkrOn ◽  
2022 ◽  
Vol 7 (1) ◽  
pp. 111-119
Author(s):  
Febri Aldi
Keyword(s):  
Information System ◽  
Elementary School ◽  
Service Providers ◽  
Public Access ◽  
Process Data ◽  
Registration Data ◽  
Education Service ◽  
Government Education ◽  
The Government ◽  
New Student

The current development of information technology on the activities of people's daily lives is very influential. Where in doing an activity that takes a lot of time can be shortened to complete it. One of the things that we can see at this time is in the field of education. Education service technology is feasible if the government, education service providers, and the community all work together. The problem is how to build information system technology that can provide educational service processes without intervening in existing operational standards. The New Student Admissions Information System is a website-based platform designed to enable public access to information about schools and the new student registration process. The waterfall approach was used to construct this information system, together with the PHP programming language, the Codeigniter 3 framework, the MVC pattern, and the MySQL database. The results obtained in the form of a new student admission information system website that provides services related to registration, and processing of registration data by the school administration. With this research, it is expected to facilitate new student admission officers at Al Azhar Islamic Elementary School 32 Padang to process data well, and help parents to register their children as new students at Al Azhar Islamic Elementary School 32 Padang.

Preservice Special Education Service Providers' Attitudes on Diversity

2007 ◽  
Vol 2 (1) ◽  
Author(s):  
Patricia D. Santistevan Matthews ◽  
Leanne S. Hawken ◽  
Jason J. Burrow-Sánchez ◽  
Patricia J. Peterson ◽  
Matthew K. Fields
Keyword(s):  
Special Education ◽  
Service Providers ◽  
Special Education Service ◽  
Education Service

scholarly journals Availability of human immunodeficiency virus prevention services in secondary schools in Kabarole District, Uganda

2015 ◽  
Author(s):  
Jane Namuddu ◽  
Peter Waiswa ◽  
Betty Nsangi ◽  
Robert Iriso ◽  
Joseph Matovu ◽  
...  
Keyword(s):  
Hiv Prevention ◽  
Secondary Schools ◽  
Service Providers ◽  
Psychosocial Support ◽  
School Curriculum ◽  
Human Immunodeficiency Virus Prevention ◽  
Prevention Services ◽  
Quantitative And Qualitative Research ◽  
Hiv Prevention Strategies ◽  
Education Service

The aim of this study was to assess the level of availability of HIV prevention strategies in secondary schools in Kabarole district, Uganda in order to inform the design of interventions to strengthen HIV Prevention and psychosocial support. Quantitative and qualitative research methods were used in eight secondary schools in Kabarole district to establish available HIV prevention and psychosocial support services. Questionnaires were administered to 355 students 12-24 years old. In addition, 20 Key Informant interviews were held with education service providers. Quantitative data was analyzed using Epi-data and qualitative data were analyzed by thematic content analysis. Seven of the eight schools had at least one HIV prevention strategy. Two teachers in each of the five schools had been trained in HIV prevention. No school had a nurse trained in HIV prevention, care and support. Education service providers had limited knowledge of HIV prevention support and care of students living with HIV. We found out that students had knowledge on how one can acquire HIV. HIV prevention services reported by students in schools included: talks from teachers and guests (19%), drama with HIV prevention related messages (16%), peer education clubs (15%), workshops and seminars on HIV (8%), sensitization about HIV/AIDS (7%), guidance and counseling (6%), talking compounds- (5%), abstinence talks (6%), keeping students busy in sports (4%), straight talk (4%). Sixty three percent reported receiving HIV reading materials from various sources. Preventing HIV infection among students in schools is still demanding with limited interventions for students. Efforts to support school interventions should focus on including HIV Prevention in the school curriculum, working with peer educators as well as education service providers who spend much of the time with the students while at school.

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