Reforming Teacher and Leader Preparation to Improve Instruction and Schooling for Students With Disabilities: The CEEDAR Way

2021 ◽  
pp. 104420732110667
Author(s):  
Mary T. Brownell ◽  
Lynn Holdheide ◽  
Laura Kuchle ◽  
Margaret Kamman ◽  
Leah Perkinson
Keyword(s):  
Students With Disabilities ◽  
Systems Change ◽  
Research Network ◽  
College And Career ◽  
National Implementation ◽  
Initial Preparation ◽  
Induction Practices ◽  
Improve Instruction ◽  
K 12 ◽  
College And Career Ready

Effective preparation systems are critical for preparing teachers and school leaders who have the knowledge and skills to educate students with disabilities to achieve college and career ready standards. These systems must provide teachers and leaders with effective practice-based opportunities to learn about evidence-based and high-leverage practices in their initial preparation and throughout their careers. Creating such systems, however, depends on comprehensive systems change where aligned research-based policy and preparation/induction practices are implemented in higher education and k-12 schools. This article describes the ingredients of effective systems change, and how the CEEDAR Center TA approach is informed by implementation drivers, as articulated by the National Implementation Research Network. The outcomes achieved by the Center thus far are also articulated as are challenges encountered.

College and Career Readiness: A Literature Synthesis

2021 ◽  
pp. 002205742110022
Author(s):  
Susan Green ◽  
Anna Sanczyk ◽  
Candace Chambers ◽  
Maryann Mraz ◽  
Drew Polly
Keyword(s):  
Educational Leaders ◽  
State Standards ◽  
Career Readiness ◽  
College And Career Readiness ◽  
College And Career ◽  
Perceptions Of Students ◽  
Literature Synthesis ◽  
The Common ◽  
K 12 ◽  
College And Career Ready

A continuing priority in education has focused on preparing students for postacademic success. The adoption of the Common Core State Standards Initiative prompted educational leaders to focus on preparing students to be “college and career ready.” Definitions, perceptions, and efforts to improve college and career readiness vary widely. This article will present an overview of each of these topics, define college and career readiness, discuss various perceptions of students’ college and career readiness, and describe K–12, college, community, and state efforts to improve college and career readiness overcomes for students. Finally, implications for future efforts are provided.

Building Education and Technology Competencies for a Changing Society

2014 ◽  
pp. 331-341
Author(s):  
Maria Martinez Witte ◽  
Elisha Wohleb ◽  
Leane Skinner
Keyword(s):  
Higher Education ◽  
Advanced Technology ◽  
Education Students ◽  
College And Career ◽  
Education And Technology ◽  
K 12 ◽  
Technological World ◽  
Workforce Educators ◽  
College And Career Ready ◽  
Changing Society

This chapter provides an overview of needed competencies in the education and technology areas for a changing society. Advanced technology has changed the structure of the economy and should be changing the K-12 and postsecondary classrooms. Society is requiring higher levels of skills that schools were not initially designed to teach. Specific competencies are needed for educators and higher education students in order to prepare a college- and career-ready workforce. Educators must begin or continue incorporating digital tools and technology in their content in order to meet the demands of an increasingly technological world.

“They Didn’t Teach Them Anything!”

2013 ◽  
pp. 600-613
Author(s):  
Beth Kania-Gosche ◽  
Sherrie Wisdom ◽  
Lynda Leavitt
Keyword(s):  
Higher Education ◽  
Public Schools ◽  
The United States ◽  
High School Senior ◽  
Differentiating Instruction ◽  
College And Career ◽  
School Senior ◽  
K 12 ◽  
College And Career Ready ◽  
Ongoing Dialogue

In the United States, the new Common Core standards intend for every high school senior to graduate “college and career ready.” However, the differences between K-12 public schools and higher education extend beyond the curriculum to philosophies of assessment. Rather than blaming each other, K-20 teachers and professors need to learn from each other, recognizing the strengths of each particular context, through an ongoing dialogue and exchange of ideas on instructional practice, rethinking the implementation of Bloom’s taxonomy and differentiating instruction.

Fostering Strengths and Supporting the Needs of Students With Disabilities

2021 ◽  
pp. 193-213
Author(s):  
Amy Milsom ◽  
Maggie DeWeese
Keyword(s):  
Students With Disabilities ◽  
School Counselors ◽  
Academic Career ◽  
Emotional Needs ◽  
Social Emotional ◽  
College And Career ◽  
Disabilities Education Act ◽  
Counseling Interventions ◽  
Education Act ◽  
K 12

Students with disabilities often are not adequately served in schools, resulting in academic achievement gaps as well as poorer college and career outcomes compared to their peers without disabilities. Nearly 14% of students in public K-12 schools have diagnosed disabilities and receive services and accommodations either through the Individuals with Disabilities Education Act or through Section 504 of the Rehabilitation Act of 1973. School counselors are responsible for addressing the academic, career, and social-emotional needs of every student in their school, yet research consistently suggests many school counselors do not feel prepared or confident to address the needs of students with disabilities. This chapter is designed to provide an overview of the unique strengths and needs of students with disabilities, as well as a framework for conceptualizing counseling interventions. The importance of collaboration, leadership, and advocacy are discussed, as are ethical and professional development recommendations.

Equity-Centered Design Thinking in STEM Instructional Leadership

2020 ◽  
pp. 155545892097545
Author(s):  
Deena Khalil ◽  
Meredith Kier
Keyword(s):  
Stem Education ◽  
Design Thinking ◽  
Equal Opportunity ◽  
Instructional Leaders ◽  
College And Career ◽  
Science Technology ◽  
Problems Of Practice ◽  
And Mathematics ◽  
K 12 ◽  
College And Career Ready

In the past decade, STEM (science, technology, engineering, and mathematics) instructional leaders have struggled with how to interpret and implement K–12 standards-based education so that minoritized learners have equal opportunity to be college and career ready. An equity-centered design thinking approach can support leaders to interrogate the often-time divergent values of stakeholders so they may collaboratively identify and address the problems of practice in STEM education. By considering the ethos and strategies necessary to intentionally center equity by design, this case presents prospective leaders the opportunity to practice converging divergent needs and beliefs about STEM education while they ideate solutions grounded in the experiences of minoritized learners.

Alternative Assessment for Music Students with Significant Disabilities

2019 ◽  
pp. 224-241
Author(s):  
Donald DeVito ◽  
Megan M. Sheridan ◽  
Jian-Jun Chen-Edmund ◽  
David Edmund ◽  
Steven Bingham
Keyword(s):  
Public School ◽  
Music Education ◽  
Students With Disabilities ◽  
Student Performance ◽  
Alternative Assessment ◽  
Performance Outcomes ◽  
General Music ◽  
Significant Disabilities ◽  
School Music ◽  
K 12

How is it possible to move beyond assessment for the purposes of evaluating teacher proficiency and student performance outcomes and instead to consider assessment for understanding student musical experiences and preferences for the purpose of promoting lifelong musical engagement? This chapter includes and examines three distinct music education approaches that have been taken at the K–12 Sidney Lanier Center School for students with varying exceptionalities in Gainesville, Florida. Megan Sheridan illustrates inclusion and assessment using the Kodály approach. David Edmund and Jian-Jun Chen-Edmund examine creative lessons developed for exceptional learners in a general music setting. Steven Bingham and Donald DeVito illustrate adaptive jazz inclusion and performance for public school and university students with disabilities. This collaborative development in qualitative music assessment has taken place through (1) developing methods of communicating recognition of student engagement and affective responses during inclusive engagement in public school music education settings, specifically in Kodaly-based music instruction, K–12 general music classes, and secondary jazz ensembles; (2) using students’ interest and engagement as a means of curriculum development and assessment in inclusive public school music settings; and (3) building collaborative relationships with parents and the community for post-school lifelong music learning.

Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics

2021 ◽  
pp. 088840642199237
Author(s):  
Emily C. Bouck ◽  
Phil Sands ◽  
Holly Long ◽  
Aman Yadav
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Computer Science ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Computational Thinking ◽  
Lesson Plans ◽  
Methods Course ◽  
Mathematics Methods ◽  
K 12

Increasingly in K–12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for students with disabilities is through preparing special education teachers to do so. In this study, researchers explore exposing special education preservice teachers to the ideas of CT/CS in the context of a mathematics methods course for students with disabilities or those at risk of disability. Through analyzing lesson plans and reflections from 31 preservice special education teachers, the researchers learned that overall emerging promise exists with regard to the limited exposure of preservice special education teachers to CT/CS in mathematics. Specifically, preservice teachers demonstrated the ability to include CT/CS in math lesson plans and showed understanding of how CT/CS might enhance instruction with students with disabilities via reflections on these lessons. The researchers, however, also found a need for increased experiences and opportunities for preservice special education teachers with CT/CS to more positively impact access for students with disabilities.

Educator Knowledge and Implementation of Assistive Technology to Support Challenging Behaviors: An Exploratory Inquiry

2021 ◽  
Vol 36 (3) ◽  
pp. 162-174
Author(s):  
Christopher R. Emerling ◽  
Sarah Wilkinson ◽  
Daniel M. Maggin
Keyword(s):  
Assistive Technology ◽  
Lived Experience ◽  
Students With Disabilities ◽  
Challenging Behaviors ◽  
Future Research ◽  
Structured Interviews ◽  
Dynamic Learning ◽  
Behavioral Challenges ◽  
Emerging Trends ◽  
K 12

Emerging trends and advancements in technology allow educators to develop dynamic learning environments to support their students’ academic and behavioral needs. The study documented the lived experience of special educators using assistive technology (AT) to support behavioral challenges in students with disabilities and the environmental factors that support educator’s use of AT. Fifteen educators who worked in K–12 schools participated in semi-structured interviews and completed a researcher-developed Assistive Technology Treatment Integrity Checklist (ATTIC). This exploratory study indicated that participants had limited experiences using AT to target challenging behaviors. However, participants used technology to support evidence-based interventions or customized instructional technologies to manage students’ needs. Our findings also indicated that school structures impacted AT-related attitudes and eventual use. The findings from this study add to the literature on technology supports for students with challenging behaviors. Implications for practice and future research are also discussed.

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