scholarly journals Benefits and Barriers to Collaboration and Co-Teaching: Examining Perspectives of Gifted Education Teachers and General Education Teachers

2019 ◽  
Vol 43 (1) ◽  
pp. 20-33
Author(s):  
Emily L. Mofield
Keyword(s):  
General Education ◽  
Gifted Education ◽  
General Education Teachers ◽  
Education Administration ◽  
Southeast United States ◽  
Teacher Competency ◽  
Learning Barriers ◽  
Gifted Education Teachers ◽  
Teachers Perspectives ◽  
Barriers To Collaboration

This article examines collaboration in the context of how gifted education teachers co-plan and co-teach with general education teachers. Perspectives of the benefits and barriers to collaboration are explored from gifted education teachers, gifted education administration, and general education teachers in one school district in the Southeast United States. Benefits include perceived growth in teacher competency to differentiate for students identified as gifted and growth in student learning; barriers include time constraints and perceived conflicting assumptions. The article highlights implications of the challenges and practical nature of implementing collaboration between gifted education teachers and general education teachers within the context of systemic change.

General Education Teachers’ Perspectives on Collaboration With OTs in the School Setting

2020 ◽  
Vol 74 (4_Supplement_1) ◽  
pp. 7411505163p1
Author(s):  
Erin Bradley ◽  
Elizabeth Hassett ◽  
Antonio Mazza ◽  
Gifty Abraham
Keyword(s):  
General Education ◽  
School Setting ◽  
General Education Teachers ◽  
Teachers Perspectives

General Education Teachers' Perspectives on Collaboration With OTs in the School Setting

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512505167p1-7512505167p1
Author(s):  
Erin E. Bradley ◽  
Elizabeth Hassett ◽  
Antonio Mazza ◽  
Gifty Abraham
Keyword(s):  
General Education ◽  
Student Performance ◽  
Motor Skills ◽  
Student Outcomes ◽  
School Setting ◽  
General Education Teachers ◽  
Fine Motor ◽  
School Based ◽  
Teachers Perspectives

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Collaboration between teachers and OTs improves student performance and promotes positive student outcomes in school-based OT (Kennedy & Stewart, 2012). Collaboration with OTs was valued by 85.1% of respondents, and 62% of respondents considered OT's goal in the schools to be focused on fine motor skills. This survey shows that general education teachers value collaboration with OTs but do not fully understand the role of OT, which may limit the effectiveness of collaboration. Primary Author and Speaker: Erin E. Bradley Contributing Authors: Elizabeth Hassett, Antonio Mazza, and Gifty Abraham

scholarly journals Inclusion of students with autism spectrum disorder in the Jordanian regular classrooms: Teachers' perspectives

2021 ◽  
Vol 20 (2) ◽  
pp. 79-91
Author(s):  
Sakarneh Abed ◽  
Katanani Jameel ◽  
Alrahamneh Ahmad
Keyword(s):  
Autism Spectrum Disorder ◽  
General Education ◽  
Self Esteem ◽  
Autism Spectrum ◽  
General Education Teachers ◽  
Spectrum Disorder ◽  
Inclusive Learning ◽  
Regular Classrooms ◽  
Students With Autism ◽  
Teachers Perspectives

Introduction. This study focuses on the relevance of inclusion for students with autism spectrum disorder (ASD) in the regular classroom. This issue has achieved international recognition with recommendations in most countries that students should be given the same opportunities as those without disabilities. The case of Jordanian teachers in Amman is selected in this study. Objectives. It specifically aims at investigating the teachers' perspectives on inclusion of students with ASD in Jordanian regular classrooms. Methods. The issue is evaluated using a qualitative study design where nine teachers were interviewed virtually. Results. The findings indicated the need for better training and skills development in specific aspects and needs of students with ASD. Providing teachers with training as well as materials and financial support is necessary for supporting inclusive learning. The teachers also report significant limitations in how inclusion of ASD students is supported in Jordan. The perspectives towards inclusion of ASD students in Jordan show that they have low confidence and self-esteem in dealing with these students and organizing inclusive classrooms due to inadequate training and experience. Conclusion. The findings of this study indicate the need for policymakers in Jordan to consider providing specific training to their general education teachers.

scholarly journals Fostering Participation During Literacy Instruction in Inclusive Classrooms for Students With Complex Support Needs: Educators’ Strategies and Perspectives

2020 ◽  
pp. 002246692093667
Author(s):  
Alison L. Zagona ◽  
Kirsten R. Lansey ◽  
Jennifer A. Kurth ◽  
Alena Kuhlemeier
Keyword(s):  
General Education ◽  
Literacy Instruction ◽  
General Education Teachers ◽  
Literacy Skills ◽  
Future Research ◽  
Support Needs ◽  
Academic Activities ◽  
Teachers Perspectives ◽  
General Education Classrooms

Existing research has documented evidence-based practices that are effective for supporting students with complex support needs (CSN) to learn academic skills. However, there is a need to learn more about effective instructional strategies for students with CSN during literacy lessons in general education classrooms. In addition, there is a need to understand general education teachers’ perspectives on these strategies, including how they learned about them. The purpose of this study was to understand (a) the extent of participation of students with CSN in literacy instruction and activities in general education classrooms, (b) the supports educators provide during these activities, and (c) how educators learned about the strategies they use in their classrooms. We observed nine students with CSN and conducted follow-up interviews with their classroom teachers. Overall, students participated in academic activities for a majority of observations, and these activities addressed a variety of different literacy skills. Educators used research-based instructional practices to support the students including prompts and visual supports. During follow-up interviews, general education teachers described the strategies they used to support students with CSN, and they described how they learned about these strategies. Implications for future research and practice are presented.

AAC and the IEP

2009 ◽  
Vol 18 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Robin Hurd
Keyword(s):  
General Education ◽  
Special Education Teachers ◽  
Team Member ◽  
General Education Teachers ◽  
Students With Special Needs ◽  
Speech Language Pathologist ◽  
Inclusion Classroom ◽  
Communication Needs ◽  
State Educational ◽  
Iep Team

Abstract The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.

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