Instructional Grouping for Reading: Teachers' Views

1997 ◽  
Vol 18 (6) ◽  
pp. 347-355 ◽  
Author(s):  
Sally Watson Moody ◽  
Sharon Vaughn ◽  
Jeanne Shay Schumm
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Education Teachers ◽  
General Education Teachers ◽  
General Educators ◽  
Reading Teachers ◽  
Students With Learning Disabilities ◽  
Teachers Perceptions ◽  
Grouping Strategies ◽  
Group Interviews

The purpose of this study was to gain understanding of general and special education teachers' perceptions of grouping for reading and the types of grouping patterns that are implemented in classrooms in a diverse urban school district. Forty-nine third-grade teachers (29 general education teachers who had students with learning disabilities in their class for part of the day and 20 special education teachers) participated in the study. Individual and focus group interviews were used. The results of the interviews revealed that teachers value control over their decisions on how to group for reading. General education teachers indicated that they feel constrained by the demands of the district and school administration, whereas special education teachers believe they have more autonomy in their grouping decisions. The majority of the general educators reported predominant use of a whole class grouping format, whereas special education teachers used a more varied format. For the most part, general educators endorsed mixed-ability grouping arrangements for both social and academic reasons. Special educators, on the other hand, supported same-ability groups. The discussion provides insights into why teachers do not differentiate instruction when teaching in classrooms that have culturally, linguistically, and academically diverse student populations. The need for professional development in flexible grouping strategies is also addressed.

scholarly journals UAE Teachers’ Awareness & Perceptions of Testing Modifications

2010 ◽  
Vol 20 (1) ◽  
Author(s):  
Hala Elhoweris Elhoweris ◽  
Negmeldin Alsheikh
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
General Education Teachers ◽  
Moderate Level ◽  
Teachers Perceptions ◽  
Study Results

The objectives of this study were threefold: (a) to determine whether the Unit-ed Arab Emirates (UAE) general and special education teachers were making any specific testing modifications for students with disabilities; (b) to survey UAE general and special education teachers’ perceptions of testing modifications in terms of their usefulness, easiness, and fairness; and (c) to explore possible differences between general and special education teachers’ aware-ness and perceptions of testing modifications. Two hundred and eleven UAE general and special education teachers participated in this study. Results re-vealed that participants have a moderate level of awareness of testing modifications when assessing students with disabilities. Additionally, UAE teachers as a group perceived testing modifications as easy to make and fair. Statistically significant differences were found between general and special education teachers where special education teachers were found to be more informed than general education teachers.

Explaining the Decline in Special Education Teacher Employment From 2005 to 2012

2017 ◽  
Vol 83 (3) ◽  
pp. 315-329 ◽  
Author(s):  
Jim Dewey ◽  
Paul T. Sindelar ◽  
Elizabeth Bettini ◽  
Erling E. Boe ◽  
Michael S. Rosenberg ◽  
...  
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Education Teachers ◽  
Public Law ◽  
General Educators ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Disability Prevalence ◽  
Constituent Elements

Demand for special education teachers grew continuously from the passage of Public Law 94-142 in 1975 through 2005, when this trend reversed. From 2005 to 2012, the number of special education teachers employed by U.S. schools declined by >17%. The primary purpose of this investigation was to determine factors that contributed to this decline. We parsed change in number of special education teachers employed into four constituent elements and found that these recent reductions were fueled by decreases in disability prevalence and the relative ratio of teachers to students in special versus general education, which favored the latter. These changes have important implications for teacher preparation programs’ efforts to adequately prepare special and general educators and for policies designed to improve teacher quality.

scholarly journals Remote Learning During the COVID-19 Pandemic for Students with Learning Disabilities: Challenges and Opportunities

2021 ◽  
Author(s):  
Egija Laganovska ◽  
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
General Education ◽  
Special Education Teachers ◽  
Learning Process ◽  
Social Life ◽  
Online Teaching ◽  
Students With Learning Disabilities ◽  
School Year ◽  
Remote Learning

The situation in general education in Latvia has changed since the spring semester of 2020. On the 13th of March 2020 Latvia temporarily introduced remote training at all stages of education. The government regularly monitored the spread of the COVID-19 virus and the number of infections, so restrictions in different areas have changed frequently. Educational institutions for students of 1st–12th grade (ages 6–17) in the 2020/2021 school year worked under fluctuating circumstances, and most of the learning process took place remotely. For most of the 2020/2021 school year, teaching and learning were thus largely based on technology and online teaching. The COVID-19 pandemic has had an impact on various aspects of life, such as the economy, education, and social life. This time has led to challenges as well as opportunities for students, teachers, and parents. It has also affected the learning process for students with learning disabilities. For grades 1–12, the Individualised Education Plan (IEP) was developed in Latvia for students with learning disabilities. The IEP had to be adapted to the broader situation, and to work towards its betterment special education teachers participated in the preparation and organisation of the IEP. The aim of this study is to explore the opinions of special education teachers and to examine what support measures are provided for students with learning disabilities during the COVID-19 pandemic. What are the challenges (barriers, obstacles) and what are the opportunities (benefits) of remote learning? Our research methods involved a literature analysis, a survey of special education teachers from Latvia, and a data collection effort and analysis. The study was conducted by distributing questionnaires via Google Forms. During this research, 70 special education teachers were surveyed.

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