scholarly journals The Impact of Placement in the US on Social Opportunities for Students with Multiple Disabilities:An Analysis of the SEELS Database

2015 ◽  
Vol 2 (2) ◽  
pp. 88
Author(s):  
Robin D Brewer ◽  
Silvia M. Correa-Torres ◽  
Tyler W. Kincaid
Keyword(s):  
Special Education ◽  
General Education ◽  
Social Interactions ◽  
Adult Life ◽  
Multiple Disabilities ◽  
Pull Out ◽  
General Education Setting ◽  
The Us ◽  
Social Opportunities ◽  
The Impact

<p><em>The authors of this study examined data from the Special Education Elementary Longitudinal Study (SEELS) regarding school settings, time students spent in each setting, and opportunities for social interactions experienced by students with multiple disabilities. Findings suggest that over a span of six years, students in the US spent an increasing amount of time in resource or pull-out settings. This resulted in students spending less time with their general education peers but also less time in self-contained special education classrooms. Results also indicated that the opportunities for social interactions experienced by students with multiple disabilities increased in all settings and typical students are now spending more time with students with multiple disabilities. The data also revealed that social interactions increased for all students but when students spent a majority of their day in the general education setting, the increase was at a significantly higher rate. This leads us to understand the need to prepare all students to be prepared to exit school into adult life. Interacting with typical students will increase their ability to interact and understand the need for socially acceptable behavior. </em></p>

LRE Policy

1996 ◽  
Vol 17 (3) ◽  
pp. 158-167 ◽  
Author(s):  
BRIAN A. MCNULTY ◽  
TERRI ROGERS CONNOLLY ◽  
PHILIP G. WILSON ◽  
ROBIN D. BREWER
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Major Change ◽  
Learning Abilities ◽  
Diverse Learning ◽  
General Education Setting ◽  
Special Education Process ◽  
Restrictive Environment ◽  
The Impact

This article describes colorado's approach to implementation of least restrictive environment (lre) policy, specifically focused on the recent reform initiative of inclusive education. progress toward full implementation of lre is discussed and barriers presented. the authors describe how leadership from the state department of education, in partnership with other key constituents, has resulted in major change with regard to integrated placements through the special education process. because state leaders believed that the traditional identification—placement process for accessing special education services did not provide for appropriate services, they began to plan strategically for movement toward more integrated environments in the general education setting. this effort is discussed, and the partnerships that facilitated this change are highlighted. finally, emerging policy initiatives and questions about the merger of school reform with inclusive practices are explored, as well as the impact of standards-driven education on these initiatives. the authors conclude that although lre policy can be mandated, to achieve true inclusion, community beliefs and attitudes about students with diverse learning abilities must be changed.

scholarly journals THE IMPACT OF AN IN-SERVICE TRAINING PROGRAM ON THE SELF-EFFICACY OF SPECIAL AND GENERAL EDUCATION TEACHERS

2015 ◽  
Vol 64 (1) ◽  
pp. 95-107
Author(s):  
Sotiria Tzivinikou
Keyword(s):  
Professional Development ◽  
Special Education ◽  
General Education ◽  
Training Program ◽  
Self Efficacy ◽  
Positive Impact ◽  
Continuing Professional Development ◽  
Educational Interventions ◽  
Service Training ◽  
The Impact

Teachers’ professional development is the key to education improvement. On that basis, the present study aimed to investigate the impact of a 6-month in-service training program in the context of the continuing professional development for educators on educational practice. The main objective of the training program was to improve the educators’ teaching skills, to enrich their practices with the most effective strategies and with the newest findings from research evidence in order to increase the quality of their educational interventions for students with special educational needs. An innovation of that program was the simultaneous training of both general and special education teachers in pairs, smoothing the dividing lines between general and special education in their daily instructional practice. The participants were 30 educators, divided into 15 pairs. Each pair was working in the same inclusive school sharing the responsibility of the educational support of a student with learning problems. The estimation of the impact of the program was investigated by measuring the educators’ increasing sense of self-efficacy in relation to their instructional skills and overall effectiveness of their educational interventions for their students with learning difficulties. A pre and post evaluation research design was employed and the findings showed that the training program had a positive impact on the educators’ self-efficacy and their effectiveness regarding collaborative educational interventions for their students. Key words: continuing professional development, in-service training, self-efficacy.

scholarly journals The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward Inclusion

2009 ◽  
Vol 11 (2) ◽  
pp. 3-13 ◽  
Author(s):  
Peggy Gill ◽  
Ross Sherman ◽  
Cynthia Sherman
Keyword(s):  
United States ◽  
Teacher Preparation ◽  
General Education ◽  
Students With Disabilities ◽  
Field Experience ◽  
The United States ◽  
Initial Field ◽  
General Education Setting ◽  
The Impact ◽  
Attitude Toward Inclusion

The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward InclusionIn the United States, up to 50% of new teachers leave the profession within 5 years (Smith & Ingersoll, 2004). This unacceptable level of sustainability of the profession is of concern to both teacher preparation institutions and the local education agencies. This paper looks at one factor that may impact the sustainability of current teacher preparation models: attitudes toward inclusion of students with disabilities in the mainstream classroom. Participants in the study were currently enrolled in 3 different phases of a teacher preparation programmes at a regional university in the United States. A survey was administered at the beginning and at the end of the semester. Results indicate that students become progressively more negative toward inclusion of students with disabilities in the general education classroom yet continue to support the social value of having all students in a general education setting. Results from the survey are presented and implications for practice are discussed.

Sociocultural Context Effects on Teacher's Readiness to Refer for Learning Disabilities

2002 ◽  
Vol 69 (1) ◽  
pp. 41-53 ◽  
Author(s):  
Elizabeth R. Drame
Keyword(s):  
Special Education ◽  
General Education ◽  
Instructional Practices ◽  
Behavior Management ◽  
Classroom Behavior ◽  
Context Effects ◽  
School Factors ◽  
Teachers Perceptions ◽  
Special Education Referral ◽  
The Impact

The social context of the special education referral process is influenced by a number of variables. Demographic and perception data were collected from 63 first-through fifth-grade general education teachers from three Midwestern public school districts to determine the impact of sociocultural variables on teachers' perceptions of classroom behavior, management, and referral tendencies. Teacher, classroom, and school variables including teachers' perception of a learning disability, educational level, grade level, instructional practices, and prereferral intervention models significantly influenced teachers' behavioral perceptions and referral tendencies. These results can inform teacher-training programs to ensure that general educators increase their ability to accurately detect learning difficulties and their awareness of the importance of their perceptions, instructional practices, and school factors on special education referral.

Examining peer support arrangements for students with visual impairment

2020 ◽  
pp. 026461962097215
Author(s):  
Michael Tuttle ◽  
Erik W. Carter
Keyword(s):  
General Education ◽  
Visual Impairment ◽  
Social Interactions ◽  
Peer Support ◽  
Inclusive Classroom ◽  
The Social ◽  
Positive Experiences ◽  
Multiple Probe ◽  
The Impact

Students with visual impairment (VI) often have limited social interactions in inclusive classroom settings. This study used a multiple-probe-across-participants design to evaluate the impact of peer support arrangements on the social interactions of three students with VI in general education classes. Students experienced higher levels of peer interaction while participating in peer support arrangements while maintaining high levels of academic engagement during the intervention. Most students and teachers reported that peer support arrangements provided positive experiences, resulted in multiple benefits, and could be implemented feasibly and acceptably in inclusive classrooms. We offer recommendations for research and practice aimed at enhancing the quality of inclusive experiences for students with VI.

The Special Education Teacher Pipeline: Teacher Preparation, Workforce Entry, and Retention

2021 ◽  
pp. 001440292110101
Author(s):  
Roddy J. Theobald ◽  
Dan D. Goldhaber ◽  
Natsumi Naito ◽  
Marcy L. Stein
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
General Education ◽  
Student Teaching ◽  
Early Career ◽  
Special Education Teacher ◽  
Teacher Education Programs ◽  
Education Teacher ◽  
General Education Setting ◽  
Licensure Programs

We used data on the student teaching placements, degrees, teaching credentials, and workforce outcomes of more than 1,300 graduates of special education teacher education programs in Washington to provide a descriptive portrait of specific measures of special education teacher preparation and their relationships with workforce entry and early-career retention. Although rates of workforce entry and retention for these special education candidates were high, we documented considerably lower rates of entry into and retention in special education teaching positions for candidates who hold a dual endorsement in special education and another subject. These patterns have potential implications for the state’s new dual-endorsement requirement and for dual-licensure programs more broadly. Student teaching with a cooperating teacher who is endorsed in special education was also associated with a higher likelihood of becoming a special education teacher, even when controlling for whether the placement was in a special or general education setting.

The Incredible Years Teacher Classroom Management Program: Effects for Students Receiving Special Education Services

2020 ◽  
pp. 074193252093744
Author(s):  
Wendy M. Reinke ◽  
Melissa Stormont ◽  
Keith C. Herman ◽  
Nianbo Dong
Keyword(s):  
Special Education ◽  
Classroom Management ◽  
General Education ◽  
Children With Disabilities ◽  
Special Education Services ◽  
Incredible Years ◽  
Education Services ◽  
The Impact ◽  
Teacher Classroom ◽  
The Incredible Years

Many children with disabilities receive the majority of their instruction in the general education classroom where many universal programs are implemented. It is therefore important to examine the impact of evidence-based universal interventions on children with disabilities. The purpose of this study was to determine whether the Incredible Years Teacher Classroom Management (IY TCM) program has benefits for children in grades Kindergarten to third grade receiving special education services. Using data from a large randomized controlled trial conducted across 105 Kindergarten to third-grade classrooms and 1,817 children, we investigated the impact of IY TCM on children receiving special education services. Findings indicated that children who receive special education supports, who were in classrooms of general education teachers trained in the IY TCM intervention, had significant improvement in concentration problems, disruptive behavior, and social competence in comparison with children receiving special education in control classrooms.

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