Special education teachers’ understanding and use of evidence‐informed practice in the inclusion of children with SEN in Kuwait: lessons for teacher education

2021 ◽  
Author(s):  
Zaid Al‐Shammari ◽  
Joseph Mintz
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Special Education Teachers

Improving Teaching Quality for Students With Disabilities: Establishing a Warrant for Teacher Education Practice

2019 ◽  
Vol 43 (1) ◽  
pp. 28-44
Author(s):  
Mary T. Brownell ◽  
Nathan D. Jones ◽  
Hyojong Sohn ◽  
Kristabel Stark
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Teaching Quality ◽  
Special Education Teacher ◽  
Current Status ◽  
Education Practice ◽  
Teacher Workforce ◽  
Future Work

In the 2010 issue of Teacher Education and Special Education ( TESE), Sindelar and colleagues examined the current status of research on special education teachers and outlined future work necessary to improve the special education teacher workforce. In this article, the authors focus explicitly on Sindelar and colleagues’ charge to increase the quality of research on teacher education. They begin the article by conducting a literature review of all articles published in TESE from 2010 to 2019, examining papers focused on advancing theory, measurement, and practice in teacher education. They compare patterns in the research to the broader teacher education literature captured in seven special and teacher education journals. They conclude by discussing needs of the field going forward and provide some thoughts about how we might address those needs through a comprehensive research agenda—one that articulates a vision for how we might develop teaching quality at the intersection of general and special education.

Evidence-Based Practices Provided in Teacher Education and In-Service Training Programs for Special Education Teachers of Students With Autism Spectrum Disorders

2018 ◽  
Vol 42 (3) ◽  
pp. 193-208 ◽  
Author(s):  
Yun-Ju Hsiao ◽  
Sara Sorensen Petersen
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Direct Instruction ◽  
Special Education Teachers ◽  
Training Programs ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Service Training ◽  
Students With Autism

The purpose of this study was to investigate to what extent the identified 25 evidence-based practices were provided in teacher education and in-service training programs for special education teachers of students with autism spectrum disorder. A total of 63 participants completed the online questionnaire. The number and percentage of responses in the type of training on each evidence-based practice and all 25 evidence-based practices (total) were reported. Overall, about 60% of the participants reported that the identified evidence-based practices were either taught through direct instruction or discussed in their teacher education programs and in-service professional development. Twenty percent of the identified evidence-based practices that were addressed (i.e., “mentioned and discussed” or “mentioned and taught through direct instruction”) or not addressed (i.e., “never mentioned and never taught” or “mentioned incidentally”) for participating teachers were the same in these two training programs. In total, these two training programs addressed only 40% of the identified practices.

The National Education Reports and Special Education: Implications for Teacher Preparation

1987 ◽  
Vol 53 (4) ◽  
pp. 308-314 ◽  
Author(s):  
Marleen Pugach
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Educational Reform ◽  
Special Education Teachers ◽  
Classroom Teachers ◽  
National Education ◽  
General Classroom ◽  
The Impact ◽  
Existing Structure

The preparation of the nation's teachers has undoubtedly received the greatest attention in this era of educational reform. The multiplicity of plans for its reform and their attendant solutions will no doubt affect the way special education teachers are prepared as well. This article examines the content and structure of teacher education as it relates to proposed reforms and considers the impact of those reforms on the existing structure of teacher preparation in special education. Its primary argument focuses on the need to reconceptualize the preparation of teachers of the mildly handicapped as a response to current efforts to improve the preparation of general classroom teachers.

scholarly journals On Fundamentos de defectología and the development of Special Education teachers in Brazil

Educação ◽  
2018 ◽  
Vol 41 (3) ◽  
pp. 401
Author(s):  
Fabiane Adela Tonetto Costas ◽  
Bento Selau
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
National Policy ◽  
Doctoral Dissertation ◽  
Research Groups ◽  
Educational Assistance ◽  
Post Graduate ◽  
Master's Thesis

This text aimed at confirming whether the book Fundamentos de defectología (VYGOTSKI, 1997) constitutes the official documents that compose the National Policy on Special Education from the Perspective of Inclusive Education, issued by SECADI/MEC/Brazil. A search was conducted on its official didactic materials but this book was not found. A new search revealed that it was used as a reference to post-graduate final projects (three Master’s thesis and a doctoral dissertation), to Research Groups n. 15 – Special Education – and n. 20 – Psychology of Education – at ANPEd (a research and three discussion texts) and to books and journals (two book chapters and nine articles published by journals), totaling nineteen studies. Two of them refer to the book in the area of Teacher Education, specifically in specialized educational assistance, suggesting that it has been poorly disseminated in continuing Teacher Education. *** Fundamentos de defectología e a formação de professores de Educação Especial no Brasil ***Este texto buscou confirmar se a obra Fundamentos de defectología (VYGOTSKI, 1997) constitui os materiais oficiais da SECADI/MEC/Brasil a partir da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva. Realizou-se pesquisa nos materiais didáticos oficiais, não sendo observada esta obra. Nova busca constatou que a obra foi utilizada como referência na pós-graduação (três dissertações e uma tese), nos Grupos de Trabalho n. 15 – Educação Especial – e n. 20 – Psicologia da Educação – da ANPEd (uma pesquisa, três textos de discussão e aprofundamento) e em livros e periódicos (dois capítulos de livro, nove artigos publicados em periódicos) total de dezenove trabalhos. Dois destes referenciam a obra na formação de professores para atuação em Educação Especial ou atendimento educacional especializado, sugerindo ser esta, ainda, pouco disseminada na formação docente continuada.Palavras-chave: Defectologia; Política Nacional. Formação de Professores; Educação Especial.

Sign in / Sign up

Export Citation Format

Share Document