Speech-Language Pathologist–Guided Morphological Awareness Instruction in the General Education Classroom

2019 ◽  
Vol 4 (5) ◽  
pp. 771-780 ◽  
Author(s):  
Victoria S. Henbest ◽  
Kenn Apel ◽  
Alexis Mitchell
Keyword(s):  
General Education ◽  
Morphological Awareness ◽  
General Education Teachers ◽  
Instructional Program ◽  
Future Research ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
General Education Classroom

Purpose Research has shown that instruction in morphological awareness improves students' understanding and use of affixes. However, morphological awareness instruction, typically, is not provided in the general education classroom, and there are few documented collaborations between teachers and speech-language pathologists (SLPs), the latter of whom have a unique expertise in language. Thus, the purpose of this article was to determine the feasibility of an SLP-guided morphological awareness instructional program in a general education classroom. Method After completing a webinar training in morphological awareness, 2 general education teachers implemented morphological awareness lessons in their classrooms over an 8-week period. The teachers and collaborating SLP met weekly to discuss the lessons. Following implementation of the lessons, the teachers completed a questionnaire surveying their opinions on the collaboration. They, along with their students, also completed pre- and postmeasures of their morphological awareness. Results Results indicated that the teachers' morphological awareness, as assessed by the morphological awareness measure, did not improve as a result of implementing the lessons; however, the teachers reported that they valued the collaboration and the importance of morphological awareness instruction. Most importantly, the students' morphological awareness skills increased significantly following receipt of the morphological awareness lessons. The effects of these gains were moderate to large. Conclusions Findings suggest that teachers with limited morphological awareness can successfully implement scripted morphological awareness lessons that result in meaningful gains in their students' morphological awareness. Limitations and suggestions for future research on the collaboration between SLPs and teachers are discussed.

Effect of Teacher Training Sessions on Listener Perception of Voice Disorders

1985 ◽  
Vol 16 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Nicholas J. DeGregorio ◽  
Nancy Gross Polow
Keyword(s):  
Teacher Training ◽  
School System ◽  
Voice Disorders ◽  
Future Research ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Bergen County ◽  
Experimental Group

The present study was designed to investigate the effect of teacher training sessions on listener perception of voice disorders. Three ASHA certified speech-language pathologists provided the criteria mean. Thirty randomly selected teachers from a Bergen County school system, randomly placed into two groups, served as subjects. The experimental group received three training sessions on consecutive weeks. Three weeks after the end of training, both groups were given a posttest. Listener perception scores were significantly higher for the experimental group. The implications of these results for in-service workshops, teacher/speech-language pathologist interaction and future research are discussed.

AAC and the IEP

2009 ◽  
Vol 18 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Robin Hurd
Keyword(s):  
General Education ◽  
Special Education Teachers ◽  
Team Member ◽  
General Education Teachers ◽  
Students With Special Needs ◽  
Speech Language Pathologist ◽  
Inclusion Classroom ◽  
Communication Needs ◽  
State Educational ◽  
Iep Team

Abstract The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.

scholarly journals The Potential To Learn: Pre-Service Teachers Proposed Use Of Instructional Strategies For Students With A Learning Disability

2010 ◽  
Vol 3 (10) ◽  
pp. 27 ◽  
Author(s):  
Stuart Woodcock ◽  
Wilma Vialle
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Special Needs ◽  
Learning Disability ◽  
Instructional Strategies ◽  
General Education Teachers ◽  
Future Research ◽  
Students With Special Needs ◽  
Mainstream Classrooms ◽  
Service Training

Over recent years, moves toward the inclusion of students with special needs in mainstream classrooms has brought about increasing attention to the way general education teachers perceive these students. Commensurate with this has been a growing interest in what may constitute educational success for children with special needs in mainstream classrooms, plus the ability of general education teachers to provide effective and appropriate instruction for them. It is known that teachers form beliefs about the process of teaching during their pre-service training and also that once a belief has been held for a long time, it becomes extremely difficult to change (Bandura, 1977, and Liljedahl, 2005). With learning disabilities being one of the most common disabilities in the classroom (Clark, 1997, and Clark & Artiles, 2000), it was considered that the need to further explore pre-service teachers’ perceived use of instructional strategies in relation to students who have what is termed learning disabilities, is indeed critical. This study looked at the instructional strategies Australian pre-service teachers reported they would use for students with a learning disability compared to students without a learning disability. The findings show that pre-service teachers favour more direct teacher-centred instructional strategies for students with a learning disability and more learner-centred instructional strategies for students without a learning disability. The greatest discrepancy in strategy use between the two groups of students was the higher cognitive level instructional strategies within a learner-centred environment. Pre-service teachers would use these strategies more frequently with students who do not have a learning disability. Implications for future practice and recommendations for future research are presented.

Project-Based Learning for Students With Intellectual Disabilities

2018 ◽  
pp. 196-221 ◽  
Author(s):  
Vardan Mkrttchian
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Subject Area ◽  
General Education Teachers ◽  
Project Based Learning ◽  
Learning Method ◽  
Disabled Students ◽  
General Education Classroom

With the push to include all students, despite disability, in the general education classroom, general education teachers need to be trained in ways to adequately educate intellectually disabled students alongside their nondisabled peers. Many students with an intellectual disability are capable of learning in an inclusive environment if provided with proper support, such as through instructional methods like project-based learning. Project-based learning actively involves learners in investigating real-world issues and answering related questions. This chapter focuses on how to use the project-based learning method to teach children with intellectual disabilities within the framework of inclusive education, using biology as an example subject area.

How to Establish a Language-Rich Environment Through a Collaborative SLP–Teacher Partnership

2021 ◽  
pp. 004005992199069
Author(s):  
Erin Stehle Wallace ◽  
Reed Senter ◽  
Nicole Peterson ◽  
Kelsey T. Dunn ◽  
Jason Chow
Keyword(s):  
General Education ◽  
Language Skills ◽  
Language Disorders ◽  
General Education Teachers ◽  
Speech Language Pathologists ◽  
Collaborative Relationships ◽  
Essential Components ◽  
Different Types ◽  
Support Students

Students’ language skills are a foundational component to their overall success, indicating the importance of rich language environments in classrooms. It is critical for teachers to understand how to create an environment aimed at maximizing language as they’re likely to have students with language disorders in their classroom. Typically, teachers receive minimal training on students with language disorders and how to support them academically. This paper discusses the significance of interdisciplinary collaborative relationships between speech-language pathologists (SLPs) and general education teachers to achieve a language rich environment in the classroom. We (a) introduce the essential components to an effective SLP-teacher partnership, (b) address barriers and provide plausible solutions, (c) overview common types of language disorders, (d) provide tips on how to use language-supportive strategies, and (e) discuss different types of effective partnerships to support students.

Project-Based Learning for Students With Intellectual Disabilities

2022 ◽  
pp. 414-434
Author(s):  
Vardan Mkrttchian
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Subject Area ◽  
General Education Teachers ◽  
Project Based Learning ◽  
Learning Method ◽  
Disabled Students ◽  
General Education Classroom

With the push to include all students, despite disability, in the general education classroom, general education teachers need to be trained in ways to adequately educate intellectually disabled students alongside their nondisabled peers. Many students with an intellectual disability are capable of learning in an inclusive environment if provided with proper support, such as through instructional methods like project-based learning. Project-based learning actively involves learners in investigating real-world issues and answering related questions. This chapter focuses on how to use the project-based learning method to teach children with intellectual disabilities within the framework of inclusive education, using biology as an example subject area.

scholarly journals Pre-service teacher professional noticing for teaching mathematics

2021 ◽  
Author(s):  
◽  
Stephanie A. Hopkins
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
General Education ◽  
Students With Disabilities ◽  
Content Knowledge ◽  
General Education Teachers ◽  
Teacher Preparation Program ◽  
Future Research ◽  
Professional Noticing

Students with disabilities and/or those who have difficulty learning mathematical concepts can be found in almost every classroom. Over the last several decades, the responsibilities and roles of general and special education educators have shifted, blurring the conventionally held boundaries between special education and general education teachers and their pedagogical practices. Both special education and general education teachers are expected to provide an optimal mathematical instructional experience to all students. One way to best prepare novice teachers for this task is by increasing their overall Pedagogical Content Knowledge (PCK). The purpose of this study is to contribute to research about specific components of a pre-service teacher's PCK. This research utilized a cross-sectional research design in its study of a representative sample of preservice teachers at specific moments in time during their teacher preparation program. Mathematical content knowledge and teachers' beliefs regarding the teaching of mathematics were found to have a statistically significant impact on professional noticing. Although not statistically significant, the differences the choice of a major had on a teacher's noticing ability requires further investigation. This study addresses an important gap in the research literature on noticing in that it includes special education teachers. Additionally, the study provides concrete recommendations for teacher preparation programing and suggestions for future research.

“Trends Come and Go”: How Early Childhood Rural Special Education Teachers’ Reported Mathematics Practices Differ From Others

2020 ◽  
Author(s):  
Corey Peltier ◽  
Brittany L. Hott ◽  
Tiffany K Peltier ◽  
Andy Heuer ◽  
Taylor Werthen
Keyword(s):  
Special Education ◽  
General Education ◽  
Learning Strategies ◽  
Special Education Teachers ◽  
General Education Teachers ◽  
Third Grade ◽  
Future Research ◽  
Independent Practice ◽  
Group Instruction ◽  
Similar Frequency

Students deserve high-quality mathematics instruction. The failure to deliver research-based instruction maintains the current inequitable outcomes observed in schools. To inform in-service and pre-service teacher training, a critical piece of information is knowing which practices are being used during instruction. The goal of this study was to identify the frequency in which rural special education teachers (SETs) serving students in pre-kindergarten through third-grade use research-based or unsubstantiated practices. A secondary focus was to investigate if rural SETs differed in their reported use of practices compared to suburban SETs, urban SETs, and rural general education teachers. Data from 901 teachers serving students in pre-kindergarten through third-grade were retained. Of this sample, 150 teachers identified as SETs working in rural (n = 55), suburban (n = 50), and urban (n = 45) schools. Results suggest that teachers reported using research-based and unsubstantiated practices frequently. Rural SETs reported using research-based and unsubstantiated practices with similar frequency to urban SETs. Suburban SETs reported using explicit instruction more frequently than rural SETs. Rural SETs and rural general education teachers differed on their reported use of four practices: (a) peer learning strategies, (b) small group instruction, (c) math centers, and (d) independent practice. Implications for future research and practice are discussed.

How to Collaborate: Five Steps for Success

2015 ◽  
Vol 16 (4) ◽  
pp. 122-130 ◽  
Author(s):  
Nora C. Swenson ◽  
Virginia Williams
Keyword(s):  
General Education ◽  
Grade Level ◽  
Theoretical Perspective ◽  
General Education Teachers ◽  
Effective Practices ◽  
Speech Language Pathologists ◽  
Common Component ◽  
Successful Collaboration

Collaboration is more than two professionals working in the same classroom; it is changing instruction to provide curriculum-focused interventions in classroom settings. In order to combine expertise and skills of both speech-language pathologists and general education teachers, several pre-requisites must be in place. (1) Both professionals must share an underlying theoretical perspective; (2) both professionals must have goals commonly developed to address requisite skills for grade level standards; (3) roles must be defined; (4) use of strategic instruction that is based on effective practices, and finally (5), reflection and revision provide closure and plans for moving the instruction forward into the next lesson. Co-planning is a common component across these five steps that requires ongoing communication on the part of all professionals for successful collaboration.

scholarly journals Perspectives on inclusion in the general education classroom

2019 ◽  
Author(s):  
◽  
Kimberly Kesler
Keyword(s):  
Social Justice ◽  
General Education ◽  
Students With Disabilities ◽  
Elementary Principal ◽  
General Education Teachers ◽  
General Education Classroom ◽  
Social Justice Theory ◽  
Appropriate Education ◽  
District Administration

The focus of this case study involves inclusion of students with disabilities in the general education classroom. The emphasis is on 7th-12th grade general education teachers and administrators' perspectives regarding inclusion. Laws, such as Individuals with Disabilities Education Act and Every Student Succeeds Act, ensure all students receive an appropriate education. Inclusion would provide instruction for students with disabilities in the general education environment to the maximum extent possible. This appropriate education must be received in the least restrictive environment. Students with disabilities should receive appropriate accommodations and modifications in the general education classroom in order to be successful. The IEP team, which consists of general education teachers, special education teachers, administrators and parents, determine the appropriate placement for individual students.This case study is centered around Social Justice Theory. Under Social Justice Theory all students have equal access to instruction and resources in the learning environment. Students are supported and held to high expectations. Leaders should create a learning environment in which all students can be successful.This case study focuses on teachers and administrators of grades 7th to 12th. The researcher chose these grade levels because there seems to be difficulty implementing accommodations and modifications for students with disabilities in these grades in the school district under study. This difficulty could be due to the short amount of time teachers have students. Each class period is 50 minutes long. Students begin receiving credits for graduation in the 9th grade. How assignments are modified may affect the content learn by students. The amount of time students with disabilities take to learn content and the actual content they are learning may be why general education teachers struggle with inclusion of students with disabilities in the classroom.The elementary principal was included in this case study because this position is part of the district administration team. The district administration team is the decision-making body for the school district. The researcher included the elementary principal for this reason.

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