مدى الارتباط بين مقرر التدريب الميداني وغيره من متطلبات التخرج لدى خريجات قسم التربية الخاصة بجامعة الأمير سطام بن عبد العزيز = Relationship between Practical Training Course and Other Graduation Requirements at Graduates of Special Education Department in Prince Sattam Bin the Abdulaziz University

2016 ◽  
Vol 5 (1) ◽  
pp. 95-109
Author(s):  
ولاء أحمد عبد الفتاح
Keyword(s):  
Special Education ◽  
Graduation Requirements ◽  
Practical Training ◽  
Education Department ◽  
Training Course

Practical training course SMART: the results of three years of training military and civilian surgeons

2021 ◽  
Vol 342 (9) ◽  
pp. 20-29
Author(s):  
A.V. Goncharov ◽  
V.A. Reva ◽  
A.N. Petrov ◽  
V.V. Suvorov ◽  
A.R. Grebnev ◽  
...  
Keyword(s):  
Practical Training ◽  
Training Course

Challenging Deficit Thinking in Our Schools

2022 ◽  
pp. 27-64
Author(s):  
Michele McMahon Nobel
Keyword(s):  
Special Education ◽  
Teacher Training ◽  
Student Success ◽  
Field Experiences ◽  
Deficit Thinking ◽  
Future Teachers ◽  
Education Department ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Program Components

Deficit thinking by educators is a barrier to student success. To effectively meet the needs of all students, future teachers need to be able to identify and challenge deficit thinking when they encounter it. Educator preparation programs are well positioned to assist with the rejection of deficit thinking in favor of strengths-based approaches in the classroom through intentionally designed courses and required field experiences. This chapter explores deficit thinking in special education, highlights components of teacher training that have been demonstrated to address issues of equity and combat deficit thinking, and shares one education department's efforts to ensure deficit thinking is adequately addressed in their coursework and fieldwork. Other educator preparation programs may benefit from the exploration of inclusive and equity-focused program components, as well as the auditing process conducted by this education department.

Some specifics of conducting health and safety hands-on training in the higher school as part of the teaching practice of a graduate student

2017 ◽  
pp. 32-38
Author(s):  
Leonid Kiyashko ◽  
Gulnara Manyakova ◽  
Evelina Riyanova ◽  
Tatyana Bredneva ◽  
Aleksey Elizarev
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Practical Importance ◽  
Health And Safety ◽  
Safety Training ◽  
Bachelor's Degree ◽  
General Nature ◽  
Practical Training ◽  
Training Course ◽  
Hands On

Objective: studying some specifics of providing training in preparing a person for choosing the right solution in the face of most probable emergencies against the background of growing manmade activities of modern society, more frequent destructive natural calamities, political, interracial and military conflicts for the purpose of ensuring human health and safety. In the higher school, such training is conducted in studying a compulsory general professional subject called “Health and safety training course” that takes its rightful place in a set of subjects where life and health are of the first priority on the human values scale and is compulsory for all educational institutions irrespective of their specialization profile. Methods: The subjects of the theoretical part of the course may be of a general nature and be prepared by a lecturer based on a tentative syllabus of the course. At the same time, practical training and laboratory practicals in the course may be conducted as part of the teaching practice of 280401 “Technosphere safety” graduate students that have as a rule had higher education as a bachelor’s degree in the major during their senior years. Results: An extensive list of university majors requires a reasonable approach to choosing subjects for practical training and laboratory practicals in the “Health and safety training course”. It has a special significance in deciding on students’ research papers. Practical importance: A wide variety of subjects in the above training is a singularly burning issue in conducting hands-on training sessions for engineering students and also humanities or economics students in the higher education system (a bachelor’s degree, specialist degree).

scholarly journals Perceptions of Special Educators about Online Learning

2021 ◽  
Vol 34 (1-3) ◽  
Author(s):  
Wedad Albahussain
Keyword(s):  
Special Education ◽  
Online Learning ◽  
Data Collection ◽  
Special Educators ◽  
Faculty Members ◽  
Data Collection Tool ◽  
Education Department ◽  
King Saud University ◽  
Special Education Program ◽  
Descriptive Approach

ABSTRACT This study aims to identify the challenges of implementing online learning during the COVID-19 pandemic from the perspectives of faculty members of pre-service teachers affiliated with the special education program at King Saud University (KSU). Four challenges have been investigated: those related to students, faculty members, technology, and administration. The study adopted the descriptive approach and used a survey as a data collection tool. The sample consisted of 55 faculty members working at the pre-service teachers’ programs affiliated with the special education department at KSU. Findings revealed challenges that hinder implementing online learning, as follows: challenges related to students was first, followed by those related to technology, faculty members and administration. The study concludes that such challenges should be sorted out to help achieve the objectives of online learning

Sign in / Sign up

Export Citation Format

Share Document