Teacher Consultation: Present, Past, and Future

1981 ◽  
Vol 6 (2) ◽  
pp. 73-77 ◽  
Author(s):  
M. Stephen Lilly ◽  
Louise B. Givens-Ogle
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Special Educators ◽  
Historical Overview ◽  
Teacher Consultation

An analysis of forces which have brought about increased emphasis on teacher consultation by special educators is presented. Consultation is defined, and a historical overview of teacher consultation activities in special education is provided. Finally, future issues in consultation are delineated with particular emphasis on needs in the areas of research and teacher education.

Especially for Special Educators

1976 ◽  
Vol 42 (5) ◽  
pp. 244-252 ◽  
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Education Research ◽  
Special Educators ◽  
Exceptional Children ◽  
Teacher Education Research

Thirty special educators, some of whom have worked in the field for over 50 years, were interviewed by telephone. Each was asked to identify milestone events and pioneers in special education and to describe the development and role of teacher education, research, and The Council for Exceptional Children over the years. Crucial issues and needs in the field today were identified by the group and their responses were synthesized into the first of a series of articles celebrating the Bicentennial.

scholarly journals The Disability Studies in Education Annual Conference: Explorations of Working Within, and Against, Special Education

2014 ◽  
Vol 34 (2) ◽  
Author(s):  
David Connor
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Disability Studies ◽  
Doctoral Programs ◽  
Special Educators ◽  
Annual Conference ◽  
Alternative Discipline ◽  
Existing Structures ◽  
Disability Studies In Education ◽  
History Of

<p>This article focuses on the Disability Studies in Education (DSE) conference as an example of expanding disability studies (DS). First, the origins, purpose, and history of the DSE conference are described as a valid alternative discipline to special education. Second, the following three questions are posed in relation to DSE scholars: (1) To what degree can we transgress within existing structures of teacher education and doctoral programs without being provided lip-service, coopted, or dismissed as ideological versus practical? (2) To what degree can we engage (and critique) the field of special education within its journals and conferences&mdash;and provide a greater plurality of perspectives within them? And, (3) how can we strategize to widely circulate ideas within DSE throughout education and its related fields? Presentations from the 2012 DSE conference are analyzed, described, and used as a collective response to help answer these questions. Fourth, DSE scholars share post-conference thoughts on the future of DSE. Finally, the deep debt of DSE to DS is acknowledged, along with speculation about possible ways in which DSE may help inform the growth of DS.&nbsp;</p><p><strong>Keywords: </strong>disability studies<strong> </strong>in education, critical special educators,<strong> </strong>teacher education<strong>, r</strong>esearch in education, ideology</p>

Special Education Preservice Teachers, Intersectional Diversity, and the Privileging of Emerging Professional Identities

2019 ◽  
Vol 40 (4) ◽  
pp. 248-260 ◽  
Author(s):  
Mildred Boveda ◽  
Brittany A. Aronson
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Special Educators ◽  
School Context ◽  
Linguistically Diverse ◽  
Professional Identities ◽  
Intersecting Identities ◽  
Sociocultural Differences ◽  
Qualitative Phase

Intersectional competence captures educators’ awareness of how sociocultural markers of difference simultaneously intersect within the P-12 school context. This article presents findings from a larger mixed-methods sequential exploratory study that established, in part, the theoretical and qualitative basis for validating the Intersectional Competence Measure. The questions asked during the qualitative phase were developed after a review of the literature on intersectionality in special education, collaborative teacher education, and existing measures of preservice teachers’ understanding of diversity. This analysis focuses on the responses of 12 culturally and linguistically diverse special education preservice teachers. When speaking about P-12 students, they tended to position themselves as special educators, privileging their emerging professional identities. They expressed the important role that teacher education played in developing an understanding of sociocultural differences. The participants discussed the complexities of intersecting identities when speaking about their own educational experiences and when considering discriminatory attitudes that persist within minoritized communities.

scholarly journals Critical Skills for Special Educator Effectiveness: Which Ones Matter Most, and to Whom?

2018 ◽  
Vol 42 (2) ◽  
pp. 132-146 ◽  
Author(s):  
Sara B. Woolf
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
General Education ◽  
Teacher Effectiveness ◽  
Special Educators ◽  
Special Education Teacher ◽  
Future Research ◽  
Education Teacher ◽  
Critical Skills ◽  
Education And Employment

Special education teachers are expected to fulfill diverse teaching and nonteaching tasks in comparison to their general education peers. However, their performance is evaluated with measures that were normed for use with general education teachers. These specialty teachers are also routinely evaluated by professionals who may lack formal special education training or experience. These conditions render special educators vulnerable for inaccurate performance evaluation. Explicit research is needed to clarify the professional skills that are most critical to special educators’ professional effectiveness and ensure continuity of focus on these skills in preservice teacher education and employment contexts. This qualitative study builds on an earlier empirical investigation that demonstrated consensus among three sets of professionals that the standards developed by Council for Exceptional Children’s (CEC) represented skills that are critical for special education teacher effectiveness. The current study describes which skill domains were identified as critical for special education teacher effectiveness across participant groups and those that reflected distinct groups’ perspectives. Implications for future research are presented relative to strategies to more clearly articulate special education teacher expertise and ways to strengthen continuity across preservice special education teacher education and in-service professional development contexts.

Inclusive and Special Educator Preparation and the edTPA

2017 ◽  
Vol 40 (4) ◽  
pp. 253-259
Author(s):  
Nancy Rice ◽  
Elizabeth Drame
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Performance Assessment ◽  
Special Educators ◽  
Teacher Performance ◽  
Special Educator ◽  
Special Issue ◽  
Teacher Performance Assessment ◽  
Educator Preparation

Introduction to the special issue of Teacher Education and Special Education ( TESE) on issues related to the educational Teacher Performance Assessment (edTPA) in the preparation of inclusive and special educators.

Thinking Vertically: Facilitating Transition for Students With Disabilities

2021 ◽  
pp. 104837132110344
Author(s):  
Ellary A. Draper
Keyword(s):  
High School ◽  
Special Education ◽  
Early Intervention ◽  
Best Practices ◽  
Music Education ◽  
Students With Disabilities ◽  
Education Program ◽  
Special Educators ◽  
Individualized Education Program ◽  
Special Education Transition

Within special education, transition is a required part of a student’s Individualized Education Program, specifically the transition from school to postsecondary life. Recently, special educators have begun to investigate best practices of transition at all levels—early intervention into school, elementary to middle school, and middle to high school. Yet in music education transition is not widely discussed for students with and without disabilities. This article includes an overview of best practices of transition in special education and provides ideas on how to implement these practices in music education to better facilitate transition between schools to postsecondary life for students with disabilities.

Preparation of the Clinical Teacher for Special Education: 1866-1966

1967 ◽  
Vol 34 (2) ◽  
pp. 117-124 ◽  
Author(s):  
Louis Schwartz
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Training Program ◽  
Clinical Teaching ◽  
Academic Community ◽  
Clinical Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Basic Assumptions ◽  
Clinician Educator

Although the concept of clinical teaching is a persistently recurring educational theme today, reflecting the heritage of special education, it is hidden in the pattern of teacher education programs. In order to prepare the clinician educator for membership in a multidisciplinary and interagency team, it is necessary for the academic community to innovate an approach to teacher education curricula design and to modify academic administrative structure. Basic assumptions and requirements for implementation of a clinical teacher training program are presented.

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