Attitudes of Special Education Teachers and School Psychologists: Individualized Education Plan (IEP’s) Developed using Traditional Assessments Versus IEP’s Developed using a Multiple Intelligence Assessment

2012 ◽  
Vol 9 (4) ◽  
pp. 309-322
Author(s):  
Alhajri Meshari ◽  
Jerome M. Fischer
Keyword(s):  
Special Education ◽  
School Psychologists ◽  
Special Education Teachers ◽  
Individualized Education Plan ◽  
Multiple Intelligence ◽  
Individualized Education ◽  
Intelligence Assessment ◽  
Traditional Assessments ◽  
Education Plan

Personalized Learning and Special Education

2020 ◽  
pp. 148-175
Keyword(s):  
Special Education ◽  
Classroom Environment ◽  
Personalized Learning ◽  
Individualized Education Plan ◽  
The Other ◽  
Individualized Education ◽  
Brick And Mortar ◽  
School Day ◽  
Education Plan

Personalized learning can occur in a variety of forms. It can be done on a computer online. It can be done in a brick and mortar classroom environment. It can also be accomplished by a combination of these two, such as when the student is in the general or special education classroom for part of the school day and is online for the other half of the day. Regardless of which mode is chosen, the collective theme running through each of these modalities is that the learning is geared toward the student's individual interests. It is customized to the learner just like an individualized education plan for students with an exceptionality.

Rural regular and special education teachers’ perceptions of teaching hyperactive students

1988 ◽  
Vol 9 (2) ◽  
pp. 10-15 ◽  
Author(s):  
Dan Peterson ◽  
Cleborne D. Maddux
Keyword(s):  
Special Education ◽  
School Counselors ◽  
School Psychologists ◽  
Special Education Teachers ◽  
Special Educators ◽  
Teachers Perceptions ◽  
Potential Value ◽  
Use Of Time ◽  
Time Out ◽  
Rural Settings

This article explores the perceptions of teachers in rural settings concerning the teaching of hyperactive students. Regular and special educators (N=101) identified minimizing distractions, providing clear expectations and rules, and the use of time-out techniques as the most successful strategies for teaching such students. Although both regular and special education teachers believe that the skills of teaching and managing hyperactive students are important, regular teachers were critical of the emphasis given these skills during their training. The teachers rated the advice they received from peers as the most useful, while advice from school psychologists, principals, parents, and school counselors were rated as least helpful. The results suggest the potential value of peer problem-solving committees, peer consultant models, and more effective preservice and inservice preparation in the area of hyperactivity.

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