scholarly journals The Effects of Augmentative and Alternative Communication (AAC) In-service Training Program on Teaching Efficacy, AAC Knowledge and Application Ability of the Special Education Teachers

2018 ◽  
Vol 61 (1) ◽  
pp. 313-337
Author(s):  
이재신 ◽  
PARKEUNHYE
Keyword(s):  
Special Education ◽  
Training Program ◽  
Special Education Teachers ◽  
Augmentative And Alternative Communication ◽  
Teaching Efficacy ◽  
Alternative Communication ◽  
Service Training

Recommended Augmentative and Alternative Communication Competencies for Special Education Teachers

2016 ◽  
Vol 19 (2) ◽  
pp. 47-58 ◽  
Author(s):  
M. Alexandra Da Fonte ◽  
Miriam C. Boesch
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Augmentative And Alternative Communication ◽  
The United States ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Alternative Communication ◽  
Preparation Programs ◽  
Service Training ◽  
Communication Needs

Abstract Empirical evidence supports the notion of special education teachers receiving limited pre-service training in augmentative and alternative communication (AAC). This lack of training is not only evident in the United States but in other countries such as United Kingdom, India, and Israel. Yet the teaching demands for the use of AAC are increasing as more students with complex communication needs are entering the school systems. As a result, this paper outlines four special education teacher competencies needed to effectively address the communication needs of these students. The four competencies consist of the needs for training in the areas of (1) communication development and communicative competencies, (2) teamwork and collaborative practices, (3) role and functions of AAC systems, and (4) AAC assessment and instructional strategies. These competencies are aligned to the standards from the Council for Exceptional Children and the literature available on AAC training. Evidence suggests there is a lack of training for special education teachers and other professionals in this area and limited research to guide teacher preparation programs.

scholarly journals Preparing For Using Augmentative and Alternative Communication in Classrooms: Pre-Service Special Education Teachers’ Perceptions

2017 ◽  
Vol 7 (4) ◽  
pp. 105
Author(s):  
Rashed A. Aldabas
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Augmentative And Alternative Communication ◽  
Online Survey ◽  
Future Research ◽  
Alternative Communication ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
Descriptive Research ◽  
Communication Impairments

The purpose of this study was to examine pre-service special education teachers’ perceptions regarding their skills and knowledge about the use of AAC, with respect to how well it prepared them to use AAC with students who have severe communication impairments. A descriptive research design was used to address the research questions. A total of 27 special education pre-service teachers (emphasized whether Early Childhood Special Education or Intellectual Disabilities) completed an online survey. The findings indicate that participants responded positively about their knowledge, ability, skills, and attitudes about teaching and using AAC for students with severe communication disabilities. However, the results found that the majority of participants felt their preparation programs were not adequate in preparing them to implement and use AAC in classrooms. Although the participants felt more confident in their ability to teach students who use AAC, the general consensus was that more preparation training would be helpful in the classroom and with the students themselves. More implications for practice and recommendations for future research are discussed.

scholarly journals Investigation of Difficulties Faced by Special Education Teachers and Their Self-Efficacy Beliefs

2019 ◽  
Vol 1 (2019-V1-I1) ◽  
pp. 57-69
Author(s):  
Pelin Piştav-Akmeşe ◽  
Nilay Kayhan
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
The Self ◽  
Special Education Services ◽  
Education Services ◽  
Service Training ◽  
Undergraduate Programs ◽  
Future Practice

Abstract Quality special education services are closely related to the quality and the efficacy of the teachers. The purpose of this study is to investigate the difficulties faced by the special education teachers and their selfefficacy beliefs. The study included 84 special education teachers. Data for the study were collected using the Tool for Identifying Difficulties Faced by Special Education Teachers and Teacher Interpersonal SelfEfficacy Scale. Results showed that while the difficulties faced by the teachers did not differ based on gender, they differed significantly based on the undergraduate programs from which the teachers graduated, type of the school in which the teachers worked and the need for the in-service training. Another finding of the study was that the self-efficacy beliefs of the teachers do not differ based on their gender, undergraduate program from which they graduated and type of the school they worked in. However, self-efficacy beliefs of the teachers differed according to their need for in-service training. Recommendations for future practice is presented. Öz Özel eğitim hizmetleri öğretmenlerin niteliği ve etkililiği ile yakından ilişkilidir. Bu çalışmanın amacı, özel eğitim öğretmenlerinin karşılaştıkları güçlükler ve öz-yeterlik inançlarını incelemektir. Çalışma 84 özel eğitim öğretmeni ile yürütülmüştür. Araştırmanın verileri Özel Eğitim Öğretmenlerinin Karşılaştığı Zorlukları Belirleme Aracı ve Kişilerarası Öz-Yeterlik Ölçeği ile toplanmıştır. Öğretmenlerin karşılaştıkları güçlüklerin cinsiyete göre farklılık göstermediği gözlenirken, mezun oldukları lisans programına, görev yaptıkları okul türüne ve hizmet içi eğitim gereksinimleri olup olmama durumuna göre gruplar arasında anlamlı farklılık görülmüştür. Araştırmanın diğer bir bulgusu ise, öğretmenlerin öz-yeterlik inançlarının cinsiyetlerine, mezun oldukları lisans programına ve çalıştıkları okul türüne göre farklılık göstermediği, ancak hizmet içi eğitim gereksinimleri olup olmama durumuna göre değiştiğini ortaya koymaktadır. Çalışmanın sonunda uygulamaya yönelik öneriler sunulmuştur.

Special Education Mentoring within the Context of Rural Schools

2005 ◽  
Vol 24 (2) ◽  
pp. 3-10 ◽  
Author(s):  
Carolyn Babione ◽  
Catherine Shea
Keyword(s):  
Special Education ◽  
Training Program ◽  
Novice Teachers ◽  
Rural Schools ◽  
Special Education Teachers ◽  
Rural School ◽  
Mentor Training ◽  
Teacher Mentors ◽  
School Settings ◽  
One Year

This article describes a one-year rural mentor training program designed for novice special education teachers and their teacher mentors. Mentoring efforts to encourage collaboration and collegiality run counter to age-old norms of autonomy and congeniality in the school settings. However, collaborative forums can provide support for both experienced and novice teachers to engage in ‘critical friendships’ through discussions on the dilemmas, ambiguities, and paradoxes identified within the contexts of their rural school settings.

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