درجة توافر معايير الجودة في برنامج إعداد معلم التربية الخاصة بكلية التربية الأساسية في دولة الكويت = The Degree of Availability of Quality Standards for the Special Education Teacher Preparation Program at College of Basic Education in the State of Kuwait

This article reports findings from a national survey of special education teacher preparation programs regarding the integration of assistive technology (AT) into curriculum and instruction. Two questions framed this research. The first focused on how AT knowledge, skills, and dispositions are currently integrated (the Current Attainment Level), and the second focused on how AT should ideally be integrated (the Importance). All paired t tests between Current Attainment Level and Importance were statistically significant (p < .01 for factors and p < .001 for individual items) and substantively meaningful (large effect sizes, mostly > .8). Qualitative analysis focused on understanding (a) potential strategies for promoting the integration of AT knowledge, skills, and dispositions, and (b) the barriers to AT integration. The findings have important implications for future practices in special education teacher preparation.

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Preparing Pre-Service Special Education Teachers to Facilitate Parent Involvement, Knowledge, and Advocacy: Considerations for Curriculum

Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children ◽

10.1177/0888406418806643 ◽

2018 ◽

Vol 42 (4) ◽

pp. 283-296 ◽

Cited By ~ 5

Author(s):

Natasha M. Strassfeld

Keyword(s):

Special Education ◽

Parent Involvement ◽

Conflict Resolution ◽

Teacher Preparation ◽

Special Education Teachers ◽

Home School ◽

Special Education Teacher ◽

Teacher Preparation Program ◽

Education Teacher ◽

School Collaboration

More than 40 years after passage of the Individuals with Disabilities Education Act (IDEA), some special education teacher preparation programs offer limited coursework on parent involvement, advocacy, or home–school collaboration. For pre-service special education teachers and/or novice special education teachers working with students with disabilities and their parents in practice, prior parent involvement coursework often enhances knowledge and abilities to provide resources, advocacy support, and insight. Yet, for this to occur in practice, special education teacher preparation program faculty should continue to consider how curriculum that instructs and provides resources regarding home–school collaboration, advocacy, conflict resolution, and federal legislation and programmatic support can enhance parent involvement. Therefore, this article examines IDEA parent involvement provisions, IDEA-mandated and federally funded conflict resolution options, and Parent Training and Information Centers that provide parents resources and support. Also, this article offers suggestions for teacher preparation faculty developing or refining parent involvement curricula.

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Developing a Theory of Program Vision as Professional Socialization in Special Education Teacher Preparation

Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children ◽

10.1177/08884064211058901 ◽

2021 ◽

pp. 088840642110589

Author(s):

Hannah Morris Mathews

Keyword(s):

Special Education ◽

Teacher Preparation ◽

General Education ◽

Special Educators ◽

Professional Socialization ◽

Special Education Teacher ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

Education Teacher ◽

Roles And Responsibilities

In general education, researchers find candidates’ pre-service experiences are a tool for socialization into the knowledge, norms, and values of the profession. An important aspect of this process is program vision—the collective understanding of teaching put forth by a preparation program. Yet, few investigations in special education examine program vision. Using interviews with candidates across six teacher preparation programs, the author generates theory to understand the role of vision in special education teacher candidates’ professional socialization and how experiences of program vision are associated with their conceptions of their future roles and responsibilities. Candidates’ conception of special educators’ roles reflected three characterizations consistent within, but distinct across programs: Direct Instructor, Supportive Differentiator, and General Responder. Each profile was associated with unique roles and responsibilities for special educators. Findings draw attention to the importance of examining vision as a tool for professional socialization in special education teacher preparation.

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