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.

Attitudes and Attributes of General Education Teachers Identified as Effective Inclusionists

1997 ◽  
Vol 18 (1) ◽  
pp. 28-35 ◽  
Author(s):  
Myrna R. Olson ◽  
Lynne Chalmers ◽  
John H. Hoover
Keyword(s):  
Teacher Preparation ◽  
General Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Special Educators ◽  
School Principals ◽  
General Education Teachers ◽  
Administrative Practices ◽  
Insufficient Time ◽  
Interpersonal Warmth

School principals and special education teachers identified general education teachers who were the most skilled at including students with disabilities in their classrooms. After 10 individuals identified by both principals and special educators were interviewed, seven themes emerged. These teachers (a) described their own personalities as tolerant, reflective, and flexible; (b) accepted responsibility for all students; (c) described a positive working relationship with special educators; (d) reported adjusting expectations for integrated students; (e) indicated that their primary inclusionary attitude was showing interpersonal warmth and acceptance in their interactions with students; (f) felt that there was insufficient time available for collaboration; and (g) expressed reservations about fully including all students. Results are discussed in terms of teacher preparation, administrative practices, implications for increased inclusion, and suggestions for further research.

scholarly journals Self-efficacy Sources among General Education Teachers in Inclusive Schools: A Cross-Cultural Study

2020 ◽  
Vol 9 (30) ◽  
pp. 67-76
Author(s):  
Mohammad S. Soliman
Keyword(s):  
General Education ◽  
Special Needs ◽  
Self Efficacy ◽  
General Education Teachers ◽  
The Self ◽  
Educational Systems ◽  
Students With Special Needs ◽  
Significant Difference ◽  
Core Study ◽  
Mastery Experience

The inclusion of students with special needs in general education classes has become a goal that all educational systems worldwide strive to achieve it. The inclusion of special needs has many benefits, whether for special needs students or regular students. The current study aims to reveal the differences in the self-efficacy among general education teachers in both the Kingdom of Saudi Arabia and the Arab Republic of Egypt. It aims also to reveal the sources of this self-efficacy in both countries. The core study sample consisted of (96) Saudi teachers and (88) Egyptian teachers. The researcher used the teachers 'self-efficacy scale and the teachers' self-efficacy sources scale. The results of the study indicated that there is a significant difference between the average scores of the total self-efficacy and its sub-dimensions between the Saudi and Egyptian sample for the outperform of The Egyptian teachers. It indicated that the source of the mastery experience was a significant predictive of the self-efficacy of the Saudi teachers, and it explained 53% of the variation in self-efficacy. It also indicated that the mastery experience was a significant predictive of the self-efficacy of the Egyptian teachers, and it explained 13% of the variance in self-efficacy.

scholarly journals Rethinking Mentoring: Comparing Policy and Practice in Special and General Education

2010 ◽  
Vol 18 ◽  
pp. 32 ◽  
Author(s):  
Leah Wasburn-Moses
Keyword(s):  
General Education ◽  
Survey Data ◽  
Special Education Teachers ◽  
General Education Teachers ◽  
Teacher Mentoring ◽  
Policy And Practice ◽  
High Quality ◽  
High Quality Research ◽  
Quality Research ◽  
Policy Information

Although teacher mentoring is now mandated in most states, high quality research in mentoring remains scarce (Rockoff, 2008). There is a great need to understand how such policies are implemented (Smith, 2007), particularly in teaching areas with high shortages. The purpose of this study is to compare state and district mentoring policies with the mentoring experiences of practicing special and general education teachers. Survey data were collected from 232 teachers in one state and compared with policy information from the Teacher Rules, Roles, and Rights (TR3) database. Results indicated uneven implementation of policy, in that some stated policy was not adhered to consistently, and consistency in practices was seen in the absence of other policy. Further, special education teachers reported much less mentoring than general education teachers. A new model is proposed to encourage implementation of research-validated practices in teacher mentoring.

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