Special Education Content Included in Regular Teacher Education Programs

1983 ◽  
Vol 6 (2) ◽  
pp. 124-130 ◽  
Author(s):  
Joan L. Sattler ◽  
Lesley P. Graham
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Regular Teacher

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.

Recommendations for Teacher Education Programs to Prepare Practitioners for Diverse Urban Schools

2021 ◽  
pp. 105345122110510
Author(s):  
LaRon A. Scott ◽  
Imani Evans ◽  
Risha Berry
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Culturally Responsive ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Emotional Behavior ◽  
Special Education Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Education Teacher

The focus of this article is to provide teacher education programs with recommendations for meeting the educational needs of students with emotional behavior disorders (EBD) and learning disabilities (LD) in urban communities. Recommendations include preparing preservice special education teacher educators to effectively implement culturally responsive approaches. The article outlines critical features of teacher education programs that can be modified using culturally responsive approaches to design field experiences and collaboration between schools and teacher education programs to meet the distinctive needs of students in urban environments. Teacher education program leaders can incorporate and use the recommendations to modify programs so that preservice special education teacher educators can be better prepared to be inclusive of all learners and meet their diverse needs.

Bending or Breaking: Appropriating edTPA Policy in Special Education Teacher Education

2017 ◽  
Vol 40 (4) ◽  
pp. 287-298 ◽  
Author(s):  
Maggie Bartlett ◽  
Amy Otis-Wilborn ◽  
Lacey Peters
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Policy Analysis ◽  
Teacher Educators ◽  
The United States ◽  
Special Education Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Education Teacher ◽  
State Education

The Teacher Performance Assessment (edTPA) has been widely adopted in schools of higher education across the United States. Different state education departments have set policies, to varying degrees, that determine the outcomes for passing the edTPA, with some requiring a passing score to obtain licensure. As a result of the high-stakes nature of the edTPA, teacher education programs are taking steps to support teacher candidates as they navigate this process. The adoption of edTPA, however, is not without obstacles and has become complicated in the process of implementation. The purpose of this study is to report on a policy analysis of the edTPA in special education using a Critical Practice Approach. Researchers sought to find answers to the following questions: (a) What were the negotiations, decisions, and actions taken by special education teacher education programs in their efforts to appropriate the edTPA policy? and (b) To what extent did the appropriation process foster or empower “participation agency in the democratic production of policy?” Data were collected through in-depth phenomenological interviews with special education teacher educators in three different institutions. Findings suggest that teacher educators at each institution engaged in three general types of appropriation activities that were central to their efforts; embedding, co-opting, and reifying. This critical practical policy analysis helped to identify ways in which the edTPA policy appropriation process was and was not democratic and participatory; a process that recognizes contributions, expertise, and experience of local appropriators as well as factors that characterize the local context.

Some Questions from a School Administrator

1972 ◽  
Vol 38 (7) ◽  
pp. 547-551 ◽  
Author(s):  
John W. Melcher
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
School Administrator ◽  
Teacher Education Programs ◽  
Classroom Teachers ◽  
Education Programs ◽  
Academic Background ◽  
General Classroom ◽  
Interagency Relationships ◽  
Certification Requirements

The need for a system of special education which covers all aspects of interprofessional and interagency relationships is discussed. Related problems are: that many general classroom teachers may not be ready to include the handicapped in their classes, that principals generally have little academic background on the needs of the handicapped, and that teacher education programs need to have broader certification requirements in the special education field.

Planned Change in Special Education Technology

1986 ◽  
Vol 8 (2) ◽  
pp. 18-27 ◽  
Author(s):  
Hazel B. Cobb ◽  
Charles J. Horn
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Teacher Educators ◽  
New Technologies ◽  
New Technology ◽  
The United States ◽  
Current Status ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Education Institutions

Handicapped learners stand to benefit a great deal from educational technology. The technology for teacher training is gradually emerging. It is this technology that is a prerequisite to the systematic use of instructional technology by the classroom teacher. Since teacher educators are instrumental in the adoption of technology in public education there is a necessity to know the current status of adoption and use of technology in special teacher education programs. A comprehensive study was conducted at the University of Alabama in which the researchers examined the extent of planning for technological change being conducted by teacher education institutions in special education. Data for the study were collected by the use of a mailed survey form. The survey included all 697 special education/teacher education programs in the United States. A total was 298 (43%) surveys completed by program chairpersons at each institution was returned. Results of the study indicate that teacher education institutions are not using a variety of the newest technologies needed to acquaint current and future special educators with the tools of the information age. There is no relationship between systematic planning for adoption of a new technology and the subsequent success of the adopted technology. Teacher education institutions in special education are not anticipating adopting a wide variety of new technology. It appears teacher educators are creating a technology gap at the very time they should be leading the effort to explore the potential of new technologies for improving effectiveness and efficiency of instruction for exceptional individuals.

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