Using General Education Teacher Effectiveness Literature in the Preparation of Special Education Personnel

1989 ◽  
Vol 12 (4) ◽  
pp. 170-172 ◽  
Author(s):  
Margo A. Mastropieri
Keyword(s):  
Special Education ◽  
General Education ◽  
Teacher Effectiveness ◽  
Education Teacher ◽  
General Education Teacher ◽  
Education Personnel ◽  
Special Education Personnel

Effective Pedagogical Practices in Inclusive Classrooms for Students With Disabilities

2020 ◽  
pp. 38-60
Author(s):  
Rashmi Khazanchi ◽  
Pankaj Khazanchi
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Quality Standard ◽  
Inclusive Classrooms ◽  
Pedagogical Practices ◽  
Special Education Teacher ◽  
Education Teacher ◽  
General Education Teacher ◽  
High Quality Standard

Inclusive education means educating students with special needs in an age-appropriate general education setting where students receive high-quality, standard-based instructions, interventions, and support that enable them to experience success in the general education classroom. Effective pedagogical practices involve the collaboration of both special education teacher and general education teacher to identify and implement effective teaching practices which enhance student engagement and promote higher-order thinking skills. Special education teacher supports the general education teacher in adapting curriculum and teaching methods, modifying assessments, and providing accommodations to students with disabilities in inclusive classrooms. Effective pedagogical practices are affected by teacher's belief; students' disabilities; and their roles and responsibilities towards the students with disabilities. This chapter examines previous researches and studies that investigate effective pedagogical practices in inclusive classrooms for students with disabilities.

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.

scholarly journals Longitudinal Socio-Emotional Learning Intervention for Autism via Smartglasses: Qualitative School Teacher Descriptions of Practicality, Usability, and Efficacy in General and Special Education Classroom Settings

2018 ◽  
Vol 8 (3) ◽  
pp. 107 ◽  
Author(s):  
Neha Keshav ◽  
Arshya Vahabzadeh ◽  
Rafiq Abdus-Sabur ◽  
Krystal Huey ◽  
Joseph Salisbury ◽  
...  
Keyword(s):  
Special Education ◽  
General Education ◽  
School Teacher ◽  
Educational Interventions ◽  
The United States ◽  
Single Subject ◽  
Education Teacher ◽  
General Education Teacher ◽  
Software Modules ◽  
Students With Autism

There is considerable demand for special education services for the over half a million students with autism in the United States. While assistive technology may augment educational services, its implementation is often prevented by a number of practical and attitudinal barriers. These barriers are especially pertinent for the newest and thus least familiar digital systems, such as computerized smartglasses loaded with specialized software modules. Computerized smartglasses are a technology that has already been shown to have an ability to deliver educational interventions through augmented reality. With this in mind, we sought to understand how school educators received and assessed the practicality of a smartglasses-based educational intervention in a single-subject study. The intervention was designed to aid with attention and social educational learning in autism. The intervention was delivered twice a day during a two-week study on a 13-year-old student with autism who was attending a mainstream middle school in Massachusetts. Three different school educators delivered the intervention: the student’s general education teacher, special education teacher, and paraprofessional. Educators recorded their attitudes, the practicality of the technology, and its impact on the student and their classroom through the use of a digital log and a series of in-person interviews. Overall, the school educators experienced a positive view of the smartglasses. The smartglasses intervention was found to be logistically practical to implement, easily usable by both the educator and student, and not time-consuming to learn or implement. Educators also identified the experience as being fun for the student, and felt that the student demonstrated improvement in his verbal and non-verbal skills. There were no adverse effects on the other students or the classroom, and the technology did not result in a distraction. These findings suggest that social skills interventions delivered by smartglasses may be practical, useful, and may lead to improvements in social communication skills. Further research on smartglasses may help to clarify the future role for augmenting special education in students with autism.

Effective Pedagogical Practices in Inclusive Classrooms for Students With Disabilities

2022 ◽  
pp. 397-414
Author(s):  
Rashmi Khazanchi ◽  
Pankaj Khazanchi
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Quality Standard ◽  
Inclusive Classrooms ◽  
Pedagogical Practices ◽  
Special Education Teacher ◽  
Education Teacher ◽  
General Education Teacher ◽  
High Quality Standard

Inclusive education means educating students with special needs in an age-appropriate general education setting where students receive high-quality, standard-based instructions, interventions, and support that enable them to experience success in the general education classroom. Effective pedagogical practices involve the collaboration of both special education teacher and general education teacher to identify and implement effective teaching practices which enhance student engagement and promote higher-order thinking skills. Special education teacher supports the general education teacher in adapting curriculum and teaching methods, modifying assessments, and providing accommodations to students with disabilities in inclusive classrooms. Effective pedagogical practices are affected by teacher's belief; students' disabilities; and their roles and responsibilities towards the students with disabilities. This chapter examines previous researches and studies that investigate effective pedagogical practices in inclusive classrooms for students with disabilities.

Longitudinal Socio-Emotional Learning Intervention for Autism Via Smartglasses: Qualitative School Teacher Report of Practicality and Efficacy in General and Special Education Classroom Settings.

2018 ◽  
Author(s):  
Neha U. Keshav ◽  
Arshya Vahabzadeh ◽  
Rafiq Abdus-Sabur ◽  
Runpeng Liu ◽  
Krystal Huey ◽  
...  
Keyword(s):  
Special Education ◽  
General Education ◽  
School Teacher ◽  
Educational Interventions ◽  
The United States ◽  
Single Subject ◽  
Education Teacher ◽  
General Education Teacher ◽  
Software Modules ◽  
Students With Autism

There is considerable demand for special education services for the over half a million students with autism in the United States. While assistive technology may help to augment educational services, their implementation is prevented by a number of practical and attitudinal barriers. These barriers are especially pertinent for the newest and least familiar digital systems, such as computerized smartglasses loaded with specialized software modules, a technology that has already been shown to have an ability to deliver educational interventions through augmented reality. With this in mind, we sought to understand how school educators received and assessed the practicality of a smartglasses-based educational intervention in a single-subject study. The intervention is designed to aid with attention and social educational learning in autism. The intervention was delivered twice a day during a two-week study on a 13-year-old student with autism who attends a mainstream middle school in Massachusetts. Three different school educators delivered the intervention: the student’s general education teacher, special education teacher, and paraprofessional. Educators recorded their attitudes, practicality of the technology, and impact on the student and their classroom through the use of a digital log and a series of in-person interviews. Overall, the school educators experienced a positive view of the smartglasses. The smartglasses intervention was found to be logistically practical to implement, easily usable by educator and student, and was not time consuming to learn or to implement. Educators also identified the experience as being fun for the student, and felt the student demonstrated improvement to verbal and non-verbal skills. There were no adverse effects on the other students or the classroom, and the technology did not result in a distraction. These findings suggest that social skills interventions delivered by smartglasses may be practical, useful, and may lead to improvements in social communication skills. Further research on smartglasses may help to clarify the future role for augmenting special education in students with autism.

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