New Teachers’ Perceptions on Being Prepared to Teach Students With Learning Disabilities: Insights From California

2019 ◽  
Vol 52 (5) ◽  
pp. 383-398 ◽  
Author(s):  
Michael A. Gottfried ◽  
Ethan L. Hutt ◽  
J. Jacob Kirksey
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Teacher Candidates ◽  
Research University ◽  
Teaching Profession ◽  
Teacher Education Programs ◽  
Students With Learning Disabilities ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
General Education Teacher

Including students with learning disabilities (SWLDs) in general education classrooms is a priority nationwide. Consequently, now more than ever before in our nation’s history, university teacher education programs face increased responsibility to ensure general education teaching candidates receive adequate preparation to educate SWLDs. Many stakeholders believe that edTPA—a performance assessment used as a credential requirement—can be an important tool in helping to fulfill this goal. Utilizing survey data from a large, research university, the authors investigated how perceptions of preparation programs, including edTPA, related to general education teacher candidates’ perceptions of their preparation for educating SWLDs. Candidates reported feeling more prepared for disability policies if they believed their program was cohesive in its goals and expectations. Candidates who rated edTPA as beneficial for entering the teaching profession also believed that edTPA improved their abilities to educate SWLDs.

General Education Teacher Planning: What Can Students with Learning Disabilities Expect?

1995 ◽  
Vol 61 (4) ◽  
pp. 335-352 ◽  
Author(s):  
Jeanne Shay Schumm ◽  
Sharon Vaughn ◽  
Diane Haager ◽  
Judith McDowell ◽  
Liz Rothlein ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Process Model ◽  
Planning Process ◽  
General Education Teachers ◽  
Teacher Planning ◽  
Students With Learning Disabilities ◽  
General Education Teacher ◽  
Depth Study ◽  
Content Area Instruction

This in-depth study addressed the nature of general education teachers' planning for content area instruction for students with learning disabilities. Participants included 12 teachers, elementary through high school. Through interviews, classroom observations, teacher reflections, and surveys, we used the Flow of the Planning Process Model to investigate teachers' preplanning, interactive planning, and postplanning activities. Elementary general education teachers did more planning to include the needs of diverse students—and collaborated more with special education teachers—than did teachers at other levels. Other results indicated the extent of special help offered by teachers, as well as the pressures felt by teachers to cover the curriculum.

The Combined Classroom Model for Serving Elementary Students with and without Behavioral Disorders

1996 ◽  
Vol 21 (3) ◽  
pp. 241-248 ◽  
Author(s):  
Michael Flicek ◽  
Cristy Olsen ◽  
Robyn Chivers ◽  
Christopher J. Kaufman ◽  
Jeffrey A. Anderson
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Problem Behaviors ◽  
Behavioral Disorders ◽  
Teaching Assistants ◽  
Parent Satisfaction ◽  
Teacher Ratings ◽  
Students With Learning Disabilities ◽  
General Education Teacher ◽  
Academic Year

This report describes the combined classroom model (CCM) that was implemented for one academic year in a pilot classroom that served approximately 28 students, 3 students with emotional and behavioral disorders (EBD), 6 students with learning disabilities (LD), and 19 students without disabilities, in grades 4 and 5. Staff included a general education teacher, a resource teacher, and three teaching assistants. Data corroborating the viability of the CCM, including student and parent satisfaction are presented. Finally, teacher ratings indicated that the problem behaviors of students with EBD were within a normative level the last 2 months of the academic year.

scholarly journals Preservice Teachers’ Perceptions of Students with Learning Disabilities: Using Mixed Methods to Examine Effectiveness of Special Education Coursework

2016 ◽  
Author(s):  
Renée Greenfield ◽  
Megan Mackey ◽  
Gretchen Nelson
Keyword(s):  
Preservice Teachers ◽  
Learning Disabilities ◽  
General Education ◽  
Teacher Educators ◽  
Methods Course ◽  
Students With Learning Disabilities ◽  
Teachers Perceptions ◽  
Assigned Reading ◽  
Based Instruction ◽  
K 12

As the number of K-12 students with learning disabilities educated in general education classrooms grow, it is essential to examine the preparation and perceptions of pre-service teachers (N=15) who will educate students with learning disabilities. Within the context of an undergraduate learning disabilities method course, this study examined how pre-service teachers perceived students with learning disabilities as well as the effectiveness of particular course experiences, including fieldwork with students with learning disabilities, video vignettes, lesson planning, assigned reading, and center-based instruction, in shifting perceptions. Using a convergent, mixed method design, teacher educators at a university in the northeast used surveys, journals, and focus groups to examine pre-service teachers’ perceptions over time. Both quantitative and qualitative data indicate perceptions shifted positively in response to the methods course. Reflections and suggestions for other teacher educators are offered.

Resolving Commas Confusion: Erasing Comma Miscues and Promoting Sentence Writing at the Same Time

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Jean Bragg Schumaker ◽  
Joseph Fisher
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Student Learning ◽  
Secondary Students ◽  
State Standards ◽  
Students With Learning Disabilities ◽  
Multimedia Software ◽  
Software Program ◽  
Software Programs ◽  
Diverse Groups

Multimedia software programs have been developed and empirically validated for teaching secondary students with learning disabilities new skills and strategies. Some of them can be appropriately put into practice in general education classes in which diverse groups of students are enrolled. One of them, the Commas Strategies Program (Schumaker & Sheldon, 2009), is featured in this article. Because comma skills are specified in national and state standards, all students are required to learn them. The Commas Strategies Program can be used to ensure that all students learn these skills. This article describes the previous research associated with the program and the components of the program. It also describes the features of the program that were specifically designed to ensure that diverse classes of students will learn from it. Further, it describes procedures teachers can follow to put the program into practice and ensure student learning. Enrichment activities that can also be used associated with the software program are suggested.

How Can Preservice Teaching Programs Help New Teachers Feel Prepared to Address Absenteeism?

2020 ◽  
Vol 122 (5) ◽  
pp. 1-28
Author(s):  
Michael A. Gottfried ◽  
J. Jacob Kirksey ◽  
Ethan Hutt
Keyword(s):  
Preservice Teachers ◽  
General Education ◽  
New Teachers ◽  
Fixed Effects ◽  
Teacher Licensure ◽  
Current Crisis ◽  
Chronic Absenteeism ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
Teaching Candidates

Background Though policy makers are beginning to hold schools accountable for reducing chronic absenteeism, little attention has been paid to the role of teachers. No known study has examined whether rising cohorts of new teachers feel prepared to address this challenge. This is particularly problematic given that teachers with less experience tend to be less efficacious at reducing students’ absences. Research Questions (1) Do newly graduating teachers feel as if they have sufficient knowledge about chronic absenteeism? (2) Do newly graduating teachers feel prepared to address absenteeism? (3) Do these perceptions differ by elementary versus secondary preservice graduates? Subjects Our study collected survey data from the 2017–2018 graduating cohort of general education teacher candidates from a statewide university system in California. This system prepares, on average, 800 teaching candidates a year, and all general education candidates participate in teacher licensure. We surveyed the teaching candidates in the 2017–2018 graduating cohort from these campuses and had a response rate of 60%. Survey measures included teacher background data and perceptions of the effectiveness of their preparation programs, knowledge of absenteeism, and perceived ability to address absenteeism. Research Design We began with a baseline model in which our outcome measures (knowledge and ability to address absenteeism) were regressed on teachers’ background characteristics and perceptions of the efficacy of their preparation programs. We augmented this model by including university fixed effects, such that we only explore variation within program rather than across universities. Results Our findings suggest that preservice teachers who found their programs to be helpful, who felt supported by supervisors, and who found usefulness in their field placements also felt as though they had greater knowledge about chronic absenteeism and how to address it. The results were differentiated by elementary versus secondary candidates. Conclusions Given our students’ extreme rate of missing school days, it is of immediate importance to determine if we are preparing our nation's newest teachers to help address the current crisis. Our study fills this gap by looking at the influence that teacher education programs (specifically teacher licensure requirements) might have in contributing to teachers’ perceptions of being prepared to graduate and attend to attendance.

scholarly journals THAI SECONDARY TEACHER ATTITUDES TOWARDS THE INCLUSION OF STUDENTS WITH LEARNING DISABILITIES

2019 ◽  
Vol 7 (1) ◽  
pp. 478-483
Author(s):  
Pattaraporn Jamsai
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Teacher Attitudes ◽  
Secondary Teachers ◽  
Teaching Experience ◽  
Secondary Teacher ◽  
Students With Learning Disabilities ◽  
Teachers Attitudes ◽  
General Education Classrooms

Purpose of Study: The purpose of this study was to examine Thai secondary teacher attitudes towards inclusion of students with learning disabilities in general education classrooms. Methodology: The researcher collected quantitative data using a questionnaire with 28 Likert-type scale questions, adapted from the Opinions Relative to Integration of Students with Disabilities (ORI) as well as information related to training in special education, experience, and workload. The participants were comprised of a representative group of 370 secondary teachers from all regions of Thailand. Most participants indicated that they were female general education teachers and had a Bachelor’s degree. Main Finding: Through multiple linear regression, the findings showed that Thai secondary teachers generally held a positive attitude towards the inclusion of students with learning disabilities into general education classrooms. All three independent variables (hours of training, years of teaching experience, and hours of workload) were significant predictors of teachers’ attitudes towards inclusive classrooms, though the hours of workload was the strongest predictor. Applications: The study was conducted to better understand the variables that are meaningful to teachers’ attitudes toward inclusion.

Teaching Diversity to Preservice Teachers: Encouraging Self-Reflection and Awareness to Develop Successful Teaching Practices

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Marla S. Sanders ◽  
Kathryn Haselden ◽  
Randi M. Moss
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Professional Education ◽  
Teacher Candidates ◽  
Culturally Diverse ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Diverse Schools

AbstractThe purpose of this article is to promote discussion of how teacher education programs can better prepare teacher candidates to teach for social justice in ethnically and culturally diverse schools. The authors suggest that teacher education programs must develop teacher candidates’ capacity to teach for social justice through preparation programs that encourage critical reflection and awareness of one’s beliefs, perceptions, and professional practice. The authors ask the following questions: How can teacher educators provide structures in professional preparation programs that will produce reflective practitioners? How might we prepare teacher candidates who are constantly thinking about how they perceive their students and their families and how those perceptions affect the way they relate to students? Through a discussion of five case scenarios, the authors discuss prior research on preparing teachers for culturally diverse schools and offer suggestions for improving professional education programs.

A University-Community Partnership in Teacher Education From the Perspectives of Community-Based Teacher Educators

2018 ◽  
Vol 69 (2) ◽  
pp. 140-153 ◽  
Author(s):  
Lorena Guillen ◽  
Ken Zeichner
Keyword(s):  
Teacher Education ◽  
Pacific Northwest ◽  
Teacher Candidates ◽  
Research University ◽  
Teacher Educators ◽  
Local Community ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Community Based ◽  
The Pacific

This article examines the experiences of a group of nine community-based mentors of teacher candidates who partnered for several years through a local, community-based organization with the graduate elementary and secondary teacher education programs at a research university in the Pacific Northwest. Following a brief discussion of the history of partnerships between teacher education programs and local communities, we report the findings of a study of the perspectives of these community mentors on their work with teacher candidates and university teacher educators.

Observations of Students with Learning Disabilities in General Education Classrooms

1993 ◽  
Vol 60 (3) ◽  
pp. 249-261 ◽  
Author(s):  
Ruth McIntosh ◽  
Sharon Vaughn ◽  
Jeanne Shay Schumm ◽  
Diane Haager ◽  
Okhee Lee
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Classroom Climate ◽  
General Education Teachers ◽  
Student Behaviors ◽  
Students With Learning Disabilities ◽  
Classroom Activities ◽  
Teacher Observations ◽  
Climate Scale ◽  
K 12

This study examined 60 general education teachers' classrooms, K-12, that included students with learning disabilities. The study examined how general education teachers' behaviors toward mainstreamed students with learning disabilities compared with their behavior toward students without disabilities, and the interactions between students, and between students and teacher. Observations using the Classroom Climate Scale indicated that few teacher behaviors and classroom practices were different for the two groups of students. However, differences were found in student behaviors. Overall, students with learning disabilities interacted with the teacher, other students, and classroom activities at much lower rates than did other students.

When Johnny Becomes Janie

2018 ◽  
Vol 28 (1) ◽  
pp. 110-136 ◽  
Author(s):  
Walter H. Hart ◽  
Laura Hart
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
School Leaders ◽  
Local Communities ◽  
Qualitative Approach ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Field Placement ◽  
Preparation Programs ◽  
Emerging Themes

As transgender individuals receive more attention nationwide, it is only a matter of time before increased numbers of transgender educators seek placement in teacher education programs, and eventually, employment as teachers. Given the high levels of discrimination against transgender individuals historically, it is reasonable that P–12 school leaders and educator preparation programs (EPPs) would seek to proactively determine obstacles that may exist when placing transgender teacher candidates (and future employees) in schools for field experiences. The researchers for this study engaged in a qualitative approach, interviewing 14 school leaders in seven different districts on their attitudes regarding field placement and possible hiring of transgender teacher candidates. Emerging themes noted that while school leaders expressed an appreciation for diversity, they believed the presence of a transgender teacher candidate would stimulate resistance in their local communities. Further comments by participants indicated a need for training to provide leaders with guidance on navigating these issues, as well as training to better understand the transgender experience.

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