scholarly journals Effect of Teacher’s Professional Development on The Teachers’ Instructional Practices in Special Education

2021 ◽  
Vol VI (IV) ◽  
pp. 92-104
Author(s):  
Fariha Gul ◽  
Amna Jahangir ◽  
Muhammad Saleem
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Instructional Practices ◽  
Direct Relationship ◽  
Special Education Teacher ◽  
Inferential Statistics ◽  
Education Teacher ◽  
Teachers Professional Development ◽  
Teacher Instructional Practices ◽  
Analyze Data

The study was performed to see the effect of Teachers' Professional Development on the Teacher's Instructional Practices in Special Education. The aims of this research include exploring the use of special education teacher instructional practices in schools and studying the influence of professional development on instructional practices of teachers. The study was quantitative in nature and used a self-developed survey for the collection of data from respondents. Descriptive and inferential statistics were used to analyze data. The result indicates that instructional practices differ on the basis of gender; however, qualification has no influence on instructional practices. Moreover, the distance (division)of respondents, duration of training did not affect the professional development of respondents. Moreover, professional development had a direct relationship with the instructional practices in special education.

Cases on STEAM Education in Practice

2017 ◽  
pp. 319-334
Author(s):  
Kathryn L. Servilio
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Differentiated Instruction ◽  
The Other ◽  
Special Education Teacher ◽  
Education Teacher ◽  
Steam Education ◽  
Classroom Time

This chapter will reflect on the other chapters within the text and have multiple examples of how to differentiate STEAM lessons. Issues that arise such as professional development around differentiated instruction, the time it takes to differentiate (amount of planning), lack of classroom time to complete projects, and lack of support or collaboration with the special education teacher are discussed.

scholarly journals A middle school co-teaching program evaluation in one suburban midwestern school district : perceptions from regular education co-teachers, special education co-teachers, and building administrators

2018 ◽  
Author(s):  
◽  
Ashly M. McGinnis
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Special Education ◽  
Program Evaluation ◽  
Regular Education ◽  
Special Education Teacher ◽  
Learning Needs ◽  
Education Teacher ◽  
Building Administrators ◽  
Axial Coding

Middle school co-teachers and administrators offered information during focus groups, interviews, and surveys pertaining to co-teaching. Co-teaching in this study is defined as a special education teacher and a regular education teacher collaboratively providing instruction to a group of student with diverse learning needs. This qualitative program evaluation, conducted in a Midwestern suburban area, provides an analysis of middle school co-teaching with a focus on collaboration and professional development. The purpose of this study was to discover perceptions of middle school co-teaching from those at the front lines, including special education co-teachers, regular education co-teachers, and building administrators. The conceptual framework for this study was collaboration as defined by Friend and Cook (2013). Open and axial coding were used in the data analysis process. Findings indicated a lack of consistent and ongoing professional development, concerns with collaboration between co-teachers, and confusion with roles in co-teaching.

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