Changes on Problem Behaviors of Students with Disabilities and Perception of Special Education Teachers through Positive Behavioral Interventions and Supports(PBIS) by University-Special School Collaboration Team

The Individuals with Disabilities Education Act ([IDEA] 2004; IDEA Amendments 1997) is a civil rights–based law designed to protect the rights of students with disabilities in U.S. schools. However, decades after the initial passage of IDEA, racial inequity in special education classifications, placements, and suspensions are evident. In this article, we focus on understanding how racial discipline disparities in special education outcomes relate to IDEA remedies designed to address problem behaviors. We qualitatively examine how educators interpret and respond to citations for racial discipline disproportionality via IDEA at both the district and the school level in a suburban locale. We find that educators interpret the inequity in ways that neutralize the racialized implications of the citation, which in turn affects how they respond to the citation. These interpretations contribute to symbolic and race-evasive IDEA compliance responses. The resulting bureaucratic and organizational structures associated with IDEA implementation become a mechanism through which the visibility of race and racialization processes are erased and muted through acts of policy compliance. Thus, the logic of compliance surrounding IDEA administration serves as a reproductive social force that sustains practices that do not disrupt locally occurring racialized inequities.

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Utilizing Positive Behavioral Interventions and Supports to Reinforce Therapeutic Practices in the Schools

Perspectives on School-Based Issues ◽

10.1044/sbi16.1.4 ◽

2015 ◽

Vol 16 (1) ◽

pp. 4-10 ◽

Cited By ~ 3

Author(s):

Lyndsey Zurawski

Keyword(s):

Students With Disabilities ◽

Behavioral Interventions ◽

Classroom Setting ◽

Behavior Interventions ◽

Behavioral Strategies ◽

Speech Language Pathologists ◽

Positive Behavior Interventions ◽

Positive Behavioral Interventions ◽

Therapeutic Services ◽

Support Students

Speech-language pathologists (SLPs) are faced with providing therapeutic services to students with a variety of disorders. Students with disorders such as speech and language impairments, autism, and intellectual disabilities can demonstrate behaviors within the classroom setting. Speech-language pathologists are a part of a collaborative team responsible for providing supports or interventions. Often, SLPs are unaware of behavioral strategies/interventions that correlate to school-wide expectations. This article provides examples of positive behavior interventions and supports (PBIS) that can be utilized to support students with disabilities in and out of the classroom.

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

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

10.1177/0888406421992376 ◽

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.

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A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices

Remedial and Special Education ◽

10.1177/07419325211063491 ◽

2021 ◽

pp. 074193252110634

Author(s):

Gena Nelson ◽

Sara Cothren Cook ◽

Kary Zarate ◽

Sarah R. Powell ◽

Daniel M. Maggin ◽

...

Keyword(s):

Systematic Review ◽

Special Education ◽

Students With Disabilities ◽

Special Education Teachers ◽

Evidence Base ◽

Future Research ◽

Evidence Based Practices ◽

Intensive Instruction ◽

Disability Categories ◽

Meta Analyses

It is crucial that special education teachers are equipped with the knowledge and skills necessary to improve outcomes for students with disabilities. Despite federal legislation and efforts of the field to identify and disseminate evidence-based practices for students with disabilities, it is uncertain whether all special education teachers provide instruction based on the best available research. To better prepare special education teachers, McLeskey et al. proposed 22 high-leverage practices (HLPs). We conducted this systematic review of meta-analyses to provide an initial investigation of the experimental evidence reporting on the effectiveness of the HLPs for students with, or at risk for, a disability. Results indicated the largest amount of evidence from meta-analyses related to intensive instruction, explicit instruction, and social skills, with few meta-analyses reporting on collaboration and assessment. The results highlighted disproportional evidence according to disability categories. Implications for future research, practice, and teacher education are discussed.

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Special Education Teachers’ Perceptions of Students’ With Disabilities Ability, Instructional Needs, and Difficulties Using Visual Representations to Solve Mathematics Problems

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

10.1177/0888406418793929 ◽

2018 ◽

Vol 42 (2) ◽

pp. 175-188

Author(s):

Delinda van Garderen ◽

Amy Scheuermann ◽

Apryl L. Poch

Keyword(s):

Special Education ◽

Students With Disabilities ◽

Special Education Teachers ◽

Mathematical Problem ◽

Visual Representations ◽

Training And Development ◽

Teachers Perceptions ◽

Mathematics Problems ◽

Perceptions Of Students ◽

Instructional Needs

In this article, we present findings that examined special education teachers’ perception of students’ with disabilities ability, instructional needs, and difficulties for using visual representations (VRs) as a strategy to solve mathematics problems. In addition, whether these perceptions differed by instructional grade or setting currently teaching was examined. Survey data from 97 in-service teachers revealed, regardless of instructional setting or grade level taught, that they believe students with disabilities have the ability to learn about and use VRs and need to be taught to use VRs. Furthermore, the special education teachers perceived students with disabilities to have difficulty with all aspects related to using VRs in mathematical problem-solving. Implications for teacher training and development are provided.

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From Caring to Cared For

Creating Caring and Supportive Educational Environments for Meaningful Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-5748-7.ch006 ◽

2019 ◽

pp. 102-117

Author(s):

Lindsey A. Chapman ◽

Chelsea T. Morris

Keyword(s):

Special Education ◽

Teacher Retention ◽

Students With Disabilities ◽

School Leadership ◽

Working Conditions ◽

Special Education Teachers ◽

Special Educators ◽

Positive Outcomes ◽

Marginalized Populations ◽

Practical Application

Special educators dedicate their careers to caring for one of the most vulnerable and historically marginalized populations of students despite often working in environments that do little to reciprocate this care. Amidst an ever-changing education landscape, special education teachers are becoming increasingly stressed, experiencing burnout at alarming rates, and far too frequently leaving the field altogether. In this chapter, caring school leadership is examined in the context of special education. The authors seek to bridge a theoretical stance with practical application to the field. Three necessary conditions for caring are discussed and specific “transactions of care” are recommended. The chapter concludes by upholding the idea that ensuring special educators feel cared for by school leaders has the potential to mitigate issues of poor working conditions, teacher retention, and consequently, promote positive outcomes for students with disabilities.

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Supporting Service Dogs in the Classroom

Intervention in School and Clinic ◽

10.1177/1053451219881733 ◽

2019 ◽

Vol 55 (5) ◽

pp. 313-318

Author(s):

Julia J. Davidson ◽

Therese M. Cumming ◽

Iva Strnadová

Keyword(s):

Special Education ◽

Students With Disabilities ◽

Special Education Teachers ◽

Planning Process ◽

Legal Responsibility ◽

Background Information ◽

Service Dogs ◽

Service Dog ◽

Support Students ◽

The U.S

With the rising use of service dogs to support students with disabilities, it is important that teachers are knowledgeable about how they can be incorporated into their classroom. A recent ruling from the U.S. Supreme Court has highlighted the legal responsibility of schools to allow access to the service dogs of students. However, information focusing on the preparation of teachers for this possibility is lacking. This article provides both general and special education teachers with guidelines for including service dogs in their classroom. Background information regarding service dogs is included in addition to practical considerations concerning students, the classroom, the service dog, and planning process.

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