“Developing That Balance”: Preparing and Supporting Special Education Teachers to Work With Paraprofessionals

2018 ◽  
Vol 42 (2) ◽  
pp. 117-131 ◽  
Author(s):  
Elizabeth E. Biggs ◽  
Carly B. Gilson ◽  
Erik W. Carter
Keyword(s):  
Special Education ◽  
Leadership Development ◽  
Teacher Development ◽  
Special Education Teachers ◽  
Personal Development ◽  
Severe Disabilities ◽  
Future Research ◽  
Individual Interviews ◽  
Students With Severe Disabilities ◽  
Education Of Students

The prominence of paraprofessionals in the education of students with severe disabilities highlights the importance of ensuring special education teachers provide effective supervision and support. The authors conducted in-depth individual interviews with members of nine educational teams—a total of 22 teachers and paraprofessionals—to identify (a) the competencies they consider important for special education teachers to work effectively with paraprofessionals and (b) their recommendations for equipping teachers to develop these competencies. Participants identified 10 competencies addressing three areas contributing to balanced leadership: knowledge, skills, and dispositions. They also recommended eight avenues for leadership development spanning three broad pathways: university-based preparation, school/district support, and personal development. The authors’ findings suggest the need to embed development of these competencies within existing training and support programs for teachers. The authors offer recommendations for future research and practice targeting teacher development in these areas.

Accomplishing More Together

2016 ◽  
Vol 41 (4) ◽  
pp. 256-272 ◽  
Author(s):  
Elizabeth E. Biggs ◽  
Carly B. Gilson ◽  
Erik W. Carter
Keyword(s):  
Special Education Teachers ◽  
Severe Disabilities ◽  
Professional Relationships ◽  
Future Research ◽  
Complex Nature ◽  
District Leaders ◽  
Collaborative Relationships ◽  
Working Together ◽  
Students With Severe Disabilities

Fostering and maintaining strong collaborative relationships are critically important for paraprofessionals and special education teachers working together to provide a high-quality education for students with severe disabilities. Through in-depth interviews with 22 teachers and paraprofessionals comprising nine educational teams, we examined educator perspectives on what influences the quality of their professional relationships, as well as how their perspectives on these influences converged or diverged. Teachers and paraprofessionals identified five themes of influences to the quality of their relationships: teacher influences, paraprofessional influences, shared influences (i.e., related to the collective efforts of teachers and paraprofessionals), administrative influences (i.e., related to school and district leaders), and underlying influences (i.e., related to contextual or other factors). The findings highlight the complex nature of these relationships and emphasize the importance of supporting teachers and paraprofessionals as they work together to meet the needs of students with severe disabilities. We offer recommendations for future research and practice aimed at strengthening the quality and impact of special educator–paraprofessional collaborations.

Special Education Teachers’ Perceptions of Preparedness to Teach Students With Severe Disabilities

2016 ◽  
Vol 41 (4) ◽  
pp. 273-286 ◽  
Author(s):  
Andrea L. Ruppar ◽  
Lance S. Neeper ◽  
Jennifer Dalsen
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Severe Disabilities ◽  
Master's Degrees ◽  
Teachers Perceptions ◽  
Experience Levels ◽  
Instructional Needs ◽  
Students With Severe Disabilities ◽  
Preparedness To Teach

In the current study, special education teachers’ perceptions of preparedness to implement recommended practices for students with severe disabilities were examined. A vignette-style survey was sent to special education teachers assigned to teach students with severe disabilities. Overall, respondents reported higher perceptions of preparedness to manage educational programs than to provide direct services to students with severe disabilities. Teachers with a generalist (i.e., cross-categorical) licensure were significantly less prepared to meet intensive medical, communication, and instructional needs of students with severe disabilities. Teachers with master’s degrees felt more prepared to work with students with severe disabilities in several key areas, although they felt less prepared to address long-term curriculum development. Perceptions of preparedness to teach students with severe disabilities varied among teachers with different types of teaching licenses, different levels of education, and different experience levels.

scholarly journals Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian Perspective

SAGE Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 215824402095065
Author(s):  
Rashed Aldabas
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Descriptive Study ◽  
Severe Disabilities ◽  
Successful Implementation ◽  
Teachers Perceptions ◽  
Students With Severe Disabilities ◽  
Preparedness To Teach ◽  
Practical Implications

Successful inclusive education for students with severe disabilities (SD) relies on the preparedness of their teachers. This descriptive study investigated special education teachers’ perceptions of their preparedness to teach students with SD in inclusive educational settings. A survey was sent to 382 teachers of such students. In general, findings indicate that participants were confident that they were prepared to teach students with SD in inclusive education. Findings also show that the lowest levels of confidence were reported by participants with the shortest working experience, participants who have taught students with moderate and severe intellectual disabilities and those with multiple disabilities, participants who have taught in the lower grades, and those who have already taught in general classrooms. The practical implications of the findings are discussed for supporting successful implementation of inclusive education for students with SD in terms of improving special education teachers’ preparedness.

Self-Efficacy Beliefs and the Education of Students with Severe Disabilities

1998 ◽  
Vol 23 (2) ◽  
pp. 134-143 ◽  
Author(s):  
Gloria Soto ◽  
Lori Goetz
Keyword(s):  
Staff Development ◽  
Self Efficacy ◽  
Severe Disabilities ◽  
Future Research ◽  
Adoption Of Innovations ◽  
Research Findings ◽  
Efficacy Research ◽  
Students With Severe Disabilities ◽  
Education Of Students ◽  
The Relationship

The purpose of this article is to examine the contributions made by the teacher efficacy literature to the study of teaching students with severe disabilities. The description and measurement of the self-efficacy construct are first explained, followed by a brief overview of problems in self-efficacy research. Findings on the relationship between perceived self-efficacy of teachers and variables including perceptions of student abilities, classroom practices, adoption of innovations, and collaboration with others are then summarized. Implications of this literature for practice, staff development, and personnel training programs are then discussed. Finally, strategies to guide future research are offered.

Issues in Rural Special Education that Affect Students with Severe Disabilities

2007 ◽  
Vol 26 (2) ◽  
pp. 3-9 ◽  
Author(s):  
Belva C. Collins
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Severe Disabilities ◽  
Personnel Preparation ◽  
Highly Qualified ◽  
Preparation Programs ◽  
Core Content ◽  
Education Delivery ◽  
Students With Severe Disabilities ◽  
Alternate Routes

Rural special education teachers of students with severe disabilities and the institutions that prepare them often are faced with unique challenges. This article discusses the need for these teachers to be prepared as independent researchers, the need for a link between core content and functional skills in the curriculum that they teach, and the need for creativity in addressing transition options. In addition, the article discusses the need for personnel preparation programs in severe disabilities to have alternate routes to certification, distance education delivery, continued federal funding, and flexibility in meeting the law regarding the requirement that all teachers be highly qualified.

Peranan dan Cabaran Guru-Guru Pendidikan Khas Membentuk Kemenjadian Murid-Murid Masalah Pendengaran dalam Abad ke 21

2018 ◽  
Vol 2 (1) ◽  
pp. 1-8
Author(s):  
Siti Muhibah Hj Nor ◽  
Zetty Nurzuliana Rashed
Keyword(s):  
Special Education ◽  
Student Development ◽  
Special Education Teachers ◽  
Personal Development ◽  
Well Being ◽  
Academic Excellence ◽  
Hearing Impairments ◽  
Medical Expert ◽  
National Transformation

This article in a paper concept that discusses the roles and challenges faced by special education teachers in educating and enhancing hearing impaired students quality of life. This is consistent with the aspiration of the National Transformation 2050 (TN50) also focuses on student personal development to the future nation’s progress. In terms of student development, academic excellence in not the only main aims, but students must be educated holisticly to produce Malaysian citizens who are responsible; knowledgeable; have honourable manners, and be able to achieve personal well-being. Therefore, students with hearing impairments require special education system to suit their different necessities. Special education teachers should prepare themselves with various knowledge, expertise and skills to accomplish the national aspiration. In addition, cooperation, collaboration and support from parent, school management, medical expert and community are significantly required. Abstrak Artikel  ini  merupakan kertas konsep  yang akan  membincangkan  mengenai peranan dan cabaran guru-guru Pendidikan Khas  dalam  membentuk  kemenjadian  murid-murid  masalah  pendengaran.  Ia  selaras  dengan  kehendak  Tranformasi Nasional  2050  (TN50)  yang  memberi  fokus  untuk  melahirkan  kemenjadian  murid  sebagai  salah  satu  aspirasi  untuk memacu negara  di  masa  akan  datang.    Dalam  membentuk  kemenjadian  murid,  pencapaian  akademik  yang  cemerlang bukanlah  merupakan  fokus  utama  tetapi  murid  perlu  dididik  secara  holistik  untuk  melahirkan  warga  negara  Malaysia yang  bertanggungjawab,  berpengetahuan,  berakhlak  dan  mampu  mencapai  kesejahteraan  diri.  Dalam  aspek  ini  murid-murid  masalah pendengaran  memerlukan pendidikan  yang sesuai    mengikut tahap kemampuan  mereka.  Justeru guru-guru  Pendidikan  Khas  perlu  mempersiapkan  diri  dengan  pelbagai  pengetahuan,  kepakaran  dan  kemahiran  untuk mencapai  aspirasi  negara.  Selain  itu,  kerjasama,  kolaborasi  dan  sokongan  daripada  ibu  bapa,  pentadbir  sekolah,  pakar perubatan dan masyarakat amat diperlukan.

“State standards and IEP goals. A lot of TPT products.” What Early Childhood Educators Report Using to Plan Mathematics Instruction

2020 ◽  
Author(s):  
Corey Peltier ◽  
Tiffany K Peltier ◽  
Taylor Werthen ◽  
Andy Heuer
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Special Education Teachers ◽  
Mathematics Instruction ◽  
State Standards ◽  
Early Childhood Educators ◽  
Future Research ◽  
Exceptional Children ◽  
What Works ◽  
What Works Clearinghouse

Access to high-quality resources is integral for educators to provide research-aligned mathematics instruction. Identifying the supplemental resources educators use to plan mathematics instruction can inform the ways researchers and organizations disseminate research-based practices. The goal of this study was to identify the frequency in which early childhood educators (i.e., pre-Kindergarten through third grade) reported using various resources to plan for mathematics instruction. Furthermore, we investigated whether differences were observed based on teacher factors (i.e., general or special education, route to certification, years of experience) and locale (i.e., rural, urban, suburban). We retained data from 917 teachers for data analysis. The three most frequently reported resources by educators were colleagues, Teachers Pay Teachers, and Google/Yahoo. The three least frequently reported resources were the typical outlets researchers use to reach teachers: What Works Clearinghouse, Teaching Exceptional Children, and Teaching Children Mathematics. General and special education teachers differed on their self-reported usage of five resources: colleagues, Google/Yahoo, teaching blogs, Teaching Exceptional Children, and the What Works Clearinghouse. Rural educators self-reported that they were less likely than suburban educators to use colleagues or specialists at the district to plan instruction. Implications for future research and practice are discussed.

A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices

2021 ◽  
pp. 074193252110634
Author(s):  
Gena Nelson ◽  
Sara Cothren Cook ◽  
Kary Zarate ◽  
Sarah R. Powell ◽  
Daniel M. Maggin ◽  
...  
Keyword(s):  
Systematic Review ◽  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Evidence Base ◽  
Future Research ◽  
Evidence Based Practices ◽  
Intensive Instruction ◽  
Disability Categories ◽  
Meta Analyses

It is crucial that special education teachers are equipped with the knowledge and skills necessary to improve outcomes for students with disabilities. Despite federal legislation and efforts of the field to identify and disseminate evidence-based practices for students with disabilities, it is uncertain whether all special education teachers provide instruction based on the best available research. To better prepare special education teachers, McLeskey et al. proposed 22 high-leverage practices (HLPs). We conducted this systematic review of meta-analyses to provide an initial investigation of the experimental evidence reporting on the effectiveness of the HLPs for students with, or at risk for, a disability. Results indicated the largest amount of evidence from meta-analyses related to intensive instruction, explicit instruction, and social skills, with few meta-analyses reporting on collaboration and assessment. The results highlighted disproportional evidence according to disability categories. Implications for future research, practice, and teacher education are discussed.

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