Teacher Educators’ Perspectives: Preparing Preservice Teachers to Provide Access to the General Curriculum

2018 ◽  
Vol 39 (6) ◽  
pp. 365-376 ◽  
Author(s):  
Amy J. Olson ◽  
Carly A. Roberts
Keyword(s):  
Preservice Teachers ◽  
Qualitative Study ◽  
Teacher Educators ◽  
Critical Role ◽  
General Curriculum ◽  
Significant Disabilities ◽  
Knowledge And Skills ◽  
Improved Outcomes ◽  
Students With Significant Disabilities

Teacher educators play a critical role in preparing preservice teachers to provide students with significant disabilities access to the general curriculum. This qualitative study investigated 11 teacher educators’ definitions of access and their self-reflections on their practices to prepare preservice teachers to provide students with significant disabilities access to the general curriculum. Teacher educators described their practices, which included shaping preservice teachers’ philosophies and dispositions and preparing them with the knowledge and skills to provide access. Findings from this study could translate into improved outcomes for teacher educators, preservice teachers, and ultimately students with significant disabilities.

Navigating Barriers as Special Education Teacher Educators

2020 ◽  
Vol 45 (3) ◽  
pp. 161-177
Author(s):  
Amy J. Olson ◽  
Carly A. Roberts
Keyword(s):  
Special Education ◽  
Teacher Educators ◽  
Special Education Teacher ◽  
General Curriculum ◽  
Significant Disabilities ◽  
Building Relationships ◽  
Education Teacher ◽  
Barriers To Access ◽  
Qualitative Interview Study ◽  
Students With Significant Disabilities

Special education teacher educators face multiple systemic, institutional, and social barriers in preparing teacher candidates to provide students with significant disabilities access to the general curriculum. This qualitative interview study explores how special education teacher educators are working to navigate these barriers while employing strategies at multiple levels. The 14 special education teacher educators in this study utilized strategies to navigate barriers to access the general curriculum in four distinct ways by (a) building relationships, (b) advocacy, (c) increasing knowledge, and (d) being resilient. The discussion includes recommendations for special education teacher educators regarding how to navigate barriers and support pre- and in-service teachers in providing students with significant disabilities access to the general curriculum.

Ecological Factors Affecting Access to General Education Content and Contexts for Students With Significant Disabilities

2016 ◽  
Vol 38 (1) ◽  
pp. 53-63 ◽  
Author(s):  
Andrea L. Ruppar ◽  
Heather Allcock ◽  
Jean Gonsier-Gerdin
Keyword(s):  
General Education ◽  
Systems Theory ◽  
Ecological Factors ◽  
Ecological Systems ◽  
General Curriculum ◽  
Significant Disabilities ◽  
Factors Affecting ◽  
Research And Practice ◽  
Instructional Content ◽  
Students With Significant Disabilities

In this review, we applied Bronfenbrenner’s ecological systems theory to examine factors that support or restrict access to the general curriculum for students with significant disabilities. We organize the literature in relationship to factors within the micro-, meso-, macro-, exo-, and chronosystems that influence decisions about access to the general curriculum for individual students. We discuss these factors in relationship to placement, instructional contexts, and instructional content. Implications for research and practice are provided.

Family Support in Early Hearing Detection and Intervention (EHDI) Systems

2012 ◽  
Vol 22 (1) ◽  
pp. 11-21
Author(s):  
Patti Martin ◽  
Nannette Nicholson ◽  
Charia Hall
Keyword(s):  
Family Support ◽  
Hard Of Hearing ◽  
Critical Role ◽  
Annual Conference ◽  
Federal Law ◽  
Think Tank ◽  
Learning Collaborative ◽  
Technological Advances ◽  
Improved Outcomes ◽  
Program Components

Family support has evolved from a buzzword of the 1990s to a concept founded in theory, mandated by federal law, valued across disciplines, and espoused by both parents and professionals. This emphasis on family-centered practices for families of young children with disabilities, coupled with federal policy initiatives and technological advances, served as the impetus for the development of Early Hearing Detection and Intervention (EHDI) programs (Nicholson & Martin, in press). White, Forsman, Eichwald, and Muñoz (2010) provide an excellent review of the evolution of EHDI systems, which include family support as one of their 9 components. The National Center for Hearing Assessment and Management (NCHAM), the Maternal and Child Health Bureau, and the Center for Disease Control Centers cosponsored the first National EHDI Conference. This conference brought stakeholders including parents, practitioners, and researchers from diverse backgrounds together to form a learning collaborative (Forsman, 2002). Attendees represented a variety of state, national, and/or federal agencies and organizations. This forum focused effort on the development of EHDI programs infused with translating research into practices and policy. When NCHAM, recognizing the critical role of family support in the improvement of outcomes for both children and families, created a think tank to investigate the concept of a conference centered on support for families of children who are deaf or hard of hearing in 2005, the “Investing in Family Support” (IFSC) conference was born. This conference was specifically designed to facilitate and enhance EHDI efforts within the family support arena. From this venue, a model of family support was conceptualized and has served as the cornerstone of the IFSC annual conference since 2006. Designed to be a functional framework, the IFSC model delineates where and how families find support. In this article, we will promote and encourage continued efforts towards defining operational measures and program components to ultimately quantify success as it relates to improved outcomes for these children and their families. The authors view this opportunity to revisit the theoretical underpinnings of family support, the emerging research in this area, and the basics of the IFSC Model of Family Support as a call to action. We challenge professionals who work with children identified as deaf or hard of hearing to move family support from conceptualization to practices that are grounded in evidence and ever mindful of the unique and dynamic nature of individual families.

Bilingual and Monolingual Students' Perceptions of the CSD Major: A Qualitative Study

2015 ◽  
Vol 18 (1) ◽  
pp. 16-31 ◽  
Author(s):  
Flora Keshishian ◽  
Rebecca Wiseheart
Keyword(s):  
Qualitative Study ◽  
Undergraduate Students ◽  
Critical Role ◽  
School Setting ◽  
The United States ◽  
Bilingual Students ◽  
Speech Language Pathology ◽  
Diverse Environment ◽  
Language Pathology ◽  
Areas Of Interest

There is a growing demand for bilingual services in speech-language pathology and audiology. To meet this growing demand, and given their critical role in the recruitment of more bilingual professionals, higher education institutions need to know more about bilingual students' impression of Communication Sciences and Disorders (CSD) as a major. The purpose of this qualitative study was to investigate bilingual and monolingual undergraduate students' perceptions of the CSD major. One hundred and twenty-two students from a large university located in a highly multicultural metropolitan area responded to four open-ended questions aimed at discovering students' major areas of interest (and disinterest) as well as their motivations for pursuing a degree in CSD. Consistent with similar reports conducted outside the United States, students from this culturally diverse environment indicated choosing the major for altruistic reasons. A large percentage of participants were motivated by a desire to work with children, but not in a school setting. Although 42% of the participants were bilingual, few indicated an interest in taking an additional course in bilingual studies. Implications of these findings as well as practical suggestions for the recruitment of bilingual students are discussed.

Pushing the Boundaries from the Inside

2019 ◽  
pp. 1-22
Author(s):  
Colleen Conway ◽  
Shannan Hibbard
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Best Practice ◽  
Teacher Educators ◽  
Music Teacher ◽  
Adaptive Expertise ◽  
Music Teacher Education ◽  
Classroom Relationships ◽  
School Based

This chapter situates the study of music teacher education within the larger body of music education and teacher education research. It problematizes the terms teacher training, teacher education, and best practice and introduces the concept of teaching as an “impossible profession.” Goals of teacher education, including reflective practice and adaptive expertise, are discussed. The chapter outlines the challenges that music teacher educators face as they try to prepare preservice teachers for the realities of P-12 school-based music education while instilling in these new colleagues a disposition toward change. It concludes with narratives that examine teachers’ descriptions of classroom relationships throughout the lens of presence in teaching as a way to remind teacher educators of the importance of their work to push the boundaries of music teacher education in order to serve the profession at large.

Music Teacher Education Program Practices: Preparing Teachers to Work With Diverse Learners

2021 ◽  
Vol 30 (2) ◽  
pp. 51-64
Author(s):  
Mara E. Culp ◽  
Karen Salvador
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Music Educators ◽  
Diverse Learners ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Education Programs

Music educators must meet the needs of students with diverse characteristics, including but not limited to cultural backgrounds, musical abilities and interests, and physical, behavioral, social, and cognitive functioning. Music education programs may not systematically prepare preservice teachers or potential music teacher educators for this reality. The purpose of this study was to examine how music teacher education programs prepare undergraduate and graduate students to structure inclusive and responsive experiences for diverse learners. We replicated and expanded Salvador’s study by including graduate student preparation, incorporating additional facets of human diversity, and contacting all institutions accredited by National Association of Schools of Music to prepare music educators. According to our respondents, integrated instruction focused on diverse learners was more commonly part of undergraduate coursework than graduate coursework. We used quantitative and qualitative analysis to describe course offerings and content integration.

Reintegration of Ex-Offenders Convicted of Violent Crimes into the Community in the Iranian Context: A Qualitative Study

2021 ◽  
pp. 0306624X2110226
Author(s):  
Mohammad Sabzi Khoshnami ◽  
Fardin Alipour ◽  
Maliheh Arshi ◽  
Hassan Rafiey ◽  
Mohhamad Hossein Javadi
Keyword(s):  
Social Capital ◽  
Qualitative Study ◽  
Structured Interviews ◽  
Violent Crimes ◽  
Institutional Review ◽  
Main Challenge ◽  
Improved Outcomes ◽  
Study Results ◽  
Reducing Recidivism ◽  
Iranian Context

Community reintegration of ex-offenders is a main issue for reducing recidivism. This article aims to explain the process of reintegration into the community based on the experiences of people who have been convicted of violent crimes in Iran. A qualitative study based on grounded theory was conducted in 2020 in Tehran/Iran. Data was collected through in-depth semi-structured interviews with 26 participants. An institutional review board approved the study. Results indicate that the “worry trap” is the main challenge that those convicted of violent crimes face upon reentry into society. If these individuals are provided with governmental and non-governmental services and support, they can move toward “restoring their lost social capital.” The “redefinition of an independent identity” is a consequence of released individuals’ struggle to restore their lost social capital. Further research exploring the causality of social capital and improved outcomes after release from prison and reentry to community is needed.

scholarly journals Assessing pre-service teachers’ professional identity construction in a three-phase teacher education program in Iran

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Fariba Haghighi Irani ◽  
Azizeh Chalak ◽  
Hossein Heidari Tabrizi
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Identity Construction ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Critical Role ◽  
Assessment Tools ◽  
Problem Solving Skills

Abstract The critical role of teachers suggests that assessing teacher identity construction helps teacher educators understand the changes in teachers and design materials in harmony with their needs in teacher education programs. However, only a few studies have focused on assessing pre-service teachers’ identity in the long term in Iran. To address this gap, the contribution of a pre-service teacher education program consisting of three phases, namely engage, study, and activate to the professional identity construction of eight pre-service teachers in an institute in Tehran was assessed. Pre-course and post-course interviews, two reflective essays, ten observation notes, and two teaching performances were gathered over a year and analyzed as guided by grounded theory and discourse analysis. Findings revealed two significant changes in the participants’ identities when they transitioned from engage to study and from study to activate phases that yielded study phase as the peak of the changes. Overall, three major shifts were identified in the participants’ identities: from a commitment to evaluation towards a commitment to modality, from one-dimensional to multi-dimensional perceptions, and from problem analysis to problem-solving skills. Current findings may facilitate teacher identity construction by designing local programs matching the needs of pre-service teachers. It may also assist teacher educators by assessing the quality of teachers’ performance and developing teacher assessment tools.

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