Evaluation of a Special Education Professional Development Program

2009 ◽  
Vol 9 (1) ◽  
pp. 20-30
Author(s):  
Eileen Piggot-Irvine
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Development Program ◽  
Professional Development Program ◽  
Education Professional ◽  
Education Professional Development

TAPS: An Innovative Professional Development Program for Paraeducators Working in Early Childhood Special Education

2007 ◽  
Vol 26 (3) ◽  
pp. 3-15 ◽  
Author(s):  
Pamela Deardorff ◽  
Gary Glasenapp ◽  
Mark Schalock ◽  
Tom Udell
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Early Childhood ◽  
Development Program ◽  
Early Childhood Special Education ◽  
Cost Effective ◽  
Professional Development Program ◽  
Learning Needs ◽  
Or Education ◽  
Suburban Communities

This article describes an innovative professional development program for paraeducators working with children with disabilities in early childhood special education settings. The model includes four components: (a) assessment of learning needs, (b) the formation of an individualized professional development plan, (c) participation in self-directed training using the TAPS curriculum materials, and (d) feedback and support by supervisors. The model was implemented with three cohorts of participants in Early Childhood Special Education programs serving rural and suburban communities in Oregon. Positive outcomes were found for all paraeducators, regardless of experience or education level. Implications for alternative potentially cost-effective rural professional development programs for paraeducators are discussed.

Special education professional development needs in Zimbabwe

2016 ◽  
Vol 21 (1) ◽  
pp. 48-62 ◽  
Author(s):  
Morgan Chitiyo ◽  
Elizabeth M. Hughes ◽  
Darlington M. Changara ◽  
George Chitiyo ◽  
Kristen M. Montgomery
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Education Professional ◽  
Education Professional Development ◽  
Professional Development Needs

Screencast-Delivered Professional Development Targeting Teachers’ Self-Efficacy and Beginning-of-the-Year Classroom Management Practices

2020 ◽  
Vol 44 (1) ◽  
pp. 60-72
Author(s):  
Justin D. Garwood ◽  
Alene H. Harris
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Classroom Management ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
Management Practices ◽  
Development Program ◽  
Professional Development Program ◽  
Future Directions ◽  
School Year

AbstractClassroom management remains one of the greatest challenges for teachers. In this study, with 52 general and special education teachers, we examined the effectiveness of a screencast-delivered professional development program focused on classroom management practices in the first 3 days of school. Results suggest that after participating in the program, teachers report a positive change to the start of their school year across 12 different areas. Further, teachers’ classroom management self-efficacy increased significantly after completing the program, and there was a significant correlation (r = .41) between increases in classroom management self-efficacy and rate of implementation of new practices. Implications for practitioners and future directions for research are included.

scholarly journals Montessori and Non-Montessori Early Childhood Teachers’ Attitudes Towards Inclusion and Access

2015 ◽  
Vol 1 (1) ◽  
pp. 28 ◽  
Author(s):  
Natalie Danner ◽  
Susan Fowler
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Early Childhood ◽  
Teacher Preparation ◽  
General Education ◽  
Early Childhood Teachers ◽  
Education Professional ◽  
Education Professional Development ◽  
Teachers Attitudes ◽  
Attitudes Towards Inclusion

<p>Montessori and non-Montessori general education early childhood teachers were surveyed about their attitudes towards including children with disabilities and providing access in their classrooms.  Both groups reported similar and positive supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori counterparts.   Implications for professional development and teacher preparation are described.</p>

Effects of a Physical Education Program on Children’s Manipulative Skills

1998 ◽  
Vol 17 (3) ◽  
pp. 327-341 ◽  
Author(s):  
Thomas L. McKenzie ◽  
John E. Alcaraz ◽  
James F. Sallis ◽  
F. Nell Faucette
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Education Program ◽  
Development Program ◽  
Classroom Teachers ◽  
Education Programs ◽  
Gain Scores ◽  
Education Professional ◽  
Treatment Conditions ◽  
Education Professional Development

We assessed effects of a physical education professional development program on 3 manipulative skills of 4th- and 5th-graders. Seven schools were randomly assigned to 3 treatment conditions: PES (Physical Education Specialists), TT (Trained Classroom Teachers), and CO (Controls). Students (358 boys, 351 girls) were randomly selected from 56 classes and tested on throwing, catching, and kicking. In the fall baseline, boys scored higher than girls; 5th-graders scored higher than 4th-graders. In the spring, children in PES schools had improvements of 21%; those in TT and CO schools gained 19% and 13%, respectively. Gain scores were significant for catching (p = .005) and throwing (p = .008). Intervention effects did not differ by gender or grade. Adjusting for condition, boys made significantly greater gains than girls. The results indicate that children’s manipulative skills can be improved by quality physical education programs delivered by PE specialists and classroom teachers with substantial training.

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