What Is Cognitive Education? The View From 30,000 Feet

2013 ◽  
Vol 12 (1) ◽  
pp. 26-44 ◽  
Author(s):  
H. Carl Haywood
Keyword(s):  
Special Education ◽  
Cognitive Development ◽  
Intrinsic Motivation ◽  
Teaching And Learning ◽  
School Achievement ◽  
Logical Thinking ◽  
Education Programs ◽  
Evaluation Strategies ◽  
Cognitive Education ◽  
Program Characteristics

Cognitive education is defined and described according to aspects that are common to various curricula and programs as well as aspects that vary across programs. Its most basic and universal characteristic is its focus on processes of systematic logical thinking and especially the application of basic tools of learning. The application of fundamental cognitive and metacognitive concepts in teaching and learning is described with examples. Selected curricula, programs, and approaches are listed and briefly characterized. Criteria for evaluating cognitive education programs are proposed, and some examples of successful evaluation strategies are given. Evaluation of effectiveness across different cognitive education programs shows effects on cognitive development, IQ, school achievement, intrinsic motivation, and reductions in referral to special education, although such effects depend on age of learners, specific program characteristics, and effectiveness criteria.

scholarly journals Are Inclusive Education or Special Education Programs More Likely to Result in Inclusion Post-School?

2021 ◽  
Vol 11 (6) ◽  
pp. 304
Author(s):  
Garry Hornby
Keyword(s):  
Special Education ◽  
Young People ◽  
Inclusive Education ◽  
Work Experience ◽  
Outcome Studies ◽  
Behavioral Difficulties ◽  
Education Programs ◽  
Special Schools ◽  
Full Inclusion ◽  
Vocational Curriculum

The main goal of both special education and inclusive education for young people with learning or behavioral difficulties is their maximum inclusion in the community as adults. The question of which of these two approaches is more likely to achieve this goal is addressed by considering the findings of three outcome studies of young people with moderate to severe levels of learning or behavioral difficulties who experienced either option, or some combination of the two. The overall findings indicate that students who left school from a special education setting had better outcomes than those who completed their education in mainstream schools. This is considered to be due to the vocational curriculum and work experience they gained in their final years of special education, which those in mainstream schools did not receive. This suggests that a policy of full inclusion, with the closure of special classes and special schools, will result in less inclusion in their communities post-school for young people with moderate to severe levels of learning or behavioral difficulties.

Preparation of the Clinical Teacher for Special Education: 1866-1966

1967 ◽  
Vol 34 (2) ◽  
pp. 117-124 ◽  
Author(s):  
Louis Schwartz
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Training Program ◽  
Clinical Teaching ◽  
Academic Community ◽  
Clinical Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Basic Assumptions ◽  
Clinician Educator

Although the concept of clinical teaching is a persistently recurring educational theme today, reflecting the heritage of special education, it is hidden in the pattern of teacher education programs. In order to prepare the clinician educator for membership in a multidisciplinary and interagency team, it is necessary for the academic community to innovate an approach to teacher education curricula design and to modify academic administrative structure. Basic assumptions and requirements for implementation of a clinical teacher training program are presented.

Licensure Tests for Special Education Teachers

2009 ◽  
Vol 42 (5) ◽  
pp. 464-474 ◽  
Author(s):  
Sandra Stotsky
Keyword(s):  
Special Education ◽  
Reading Instruction ◽  
Phonemic Awareness ◽  
Special Education Teachers ◽  
Teaching And Learning ◽  
Vocabulary Knowledge ◽  
Evidence Based ◽  
Evaluation Systems ◽  
Test Items ◽  
Licensure Tests

To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS’s tests of “principles of teaching and learning.” Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.

A Bandwagon without Music: Preparing Rural Special Educators

1984 ◽  
Vol 50 (4) ◽  
pp. 334-342 ◽  
Author(s):  
Lawrence W. Marrs
Keyword(s):  
Special Education ◽  
Rural Areas ◽  
Special Educators ◽  
Rural America ◽  
Education Programs ◽  
Special Education Programs

The bandwagon has finally reached rural America. This article discusses important considerations for those who would board this bandwagon carrying baggage which includes preconceived ideas about using traditional special education programs to prepare special educators for rural areas. Competencies and curriculum elements which should be included in preservice programs are discussed.

Learning and Physical Environment the Necessity for Research and Research Design

1970 ◽  
Vol 37 (4) ◽  
pp. 261-268 ◽  
Author(s):  
William M. Cruickshank ◽  
Herbert C. Quay
Keyword(s):  
Special Education ◽  
Research Design ◽  
Physical Environment ◽  
Special Educators ◽  
Education Programs ◽  
Management Techniques ◽  
Special Education Programs

The growing concern about planning and providing effective physical facilities for special education programs is presented. Particular emphasis is focused on the inadequacy of decisions made by special educators and architects regarding the nature of the physical environment in the absence of empirically obtained evidence. Supporting the need for such research, some of the difficulties encountered—the isolation of variables, management techniques, and design—are discussed.

Are Special Education Programs Unjust to Nondisabled Children?: Justice, Equality, and the Distribution of Education

1998 ◽  
Vol 180 (2) ◽  
pp. 17-40 ◽  
Author(s):  
Stephen Nathanson
Keyword(s):  
Special Education ◽  
Distributive Justice ◽  
Special Needs ◽  
Children With Disabilities ◽  
Difference Principle ◽  
Education Programs ◽  
Social Consensus ◽  
Principle Of Justice ◽  
Philosophical Standpoint ◽  
The Difference

This article deals in depth with perhaps the most troubling education issue of the day—funding and proper distribution of educational resources. How is the money raised and how is its allocation decided? Can the ideals of both justice and equality be served? Is “extra” spending on behalf of children with special needs justified? Stephen Nathanson raises the central questions and, approaching them from a moral-philosophical standpoint, presents and evaluates the arguments of those who defend extra spending for children with disabilities and those who believe that “unequal” spending violates the principle of justice. Nathanson treats various theories of distributive justice—entitlement, utilitarianism, the “difference principle,” and the “decent level” idea. In focusing on the latter, he contends that social consensus developed around “decent level” may be the touchstone, more helpful than any rationale (or rhetoric) in satisfying the claims of justice and equality.

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