Special education teachers’ perceptions of linking academics with transition goals and the Universal Design for Transition framework

2018 ◽  
Vol 49 (3) ◽  
pp. 287-298
Author(s):  
LaRon A. Scott ◽  
Lauren Puglia
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Universal Design ◽  
Teachers Perceptions

Special Education Teachers’ Perceptions of Students’ With Disabilities Ability, Instructional Needs, and Difficulties Using Visual Representations to Solve Mathematics Problems

2018 ◽  
Vol 42 (2) ◽  
pp. 175-188
Author(s):  
Delinda van Garderen ◽  
Amy Scheuermann ◽  
Apryl L. Poch
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Mathematical Problem ◽  
Visual Representations ◽  
Training And Development ◽  
Teachers Perceptions ◽  
Mathematics Problems ◽  
Perceptions Of Students ◽  
Instructional Needs

In this article, we present findings that examined special education teachers’ perception of students’ with disabilities ability, instructional needs, and difficulties for using visual representations (VRs) as a strategy to solve mathematics problems. In addition, whether these perceptions differed by instructional grade or setting currently teaching was examined. Survey data from 97 in-service teachers revealed, regardless of instructional setting or grade level taught, that they believe students with disabilities have the ability to learn about and use VRs and need to be taught to use VRs. Furthermore, the special education teachers perceived students with disabilities to have difficulty with all aspects related to using VRs in mathematical problem-solving. Implications for teacher training and development are provided.

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.

Special Education Teachers’ Perceptions of Preparedness to Teach Students With Severe Disabilities

2016 ◽  
Vol 41 (4) ◽  
pp. 273-286 ◽  
Author(s):  
Andrea L. Ruppar ◽  
Lance S. Neeper ◽  
Jennifer Dalsen
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Severe Disabilities ◽  
Master's Degrees ◽  
Teachers Perceptions ◽  
Experience Levels ◽  
Instructional Needs ◽  
Students With Severe Disabilities ◽  
Preparedness To Teach

In the current study, special education teachers’ perceptions of preparedness to implement recommended practices for students with severe disabilities were examined. A vignette-style survey was sent to special education teachers assigned to teach students with severe disabilities. Overall, respondents reported higher perceptions of preparedness to manage educational programs than to provide direct services to students with severe disabilities. Teachers with a generalist (i.e., cross-categorical) licensure were significantly less prepared to meet intensive medical, communication, and instructional needs of students with severe disabilities. Teachers with master’s degrees felt more prepared to work with students with severe disabilities in several key areas, although they felt less prepared to address long-term curriculum development. Perceptions of preparedness to teach students with severe disabilities varied among teachers with different types of teaching licenses, different levels of education, and different experience levels.

scholarly journals Using the 5E Instructional Model in an Online Environment with Pre-service Special Education Teachers

2020 ◽  
Vol 23 (1) ◽  
pp. 1-13
Author(s):  
Delinda van Garderen ◽  
◽  
Mary Decker ◽  
Rachel Juergensen ◽  
Heba Abdelnaby ◽  
...  
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Instructional Model ◽  
Online Environment ◽  
Teachers Perceptions ◽  
5E Instructional Model ◽  
Academic Content

In this practitioner article, we describe the innovative way the 5E Instructional Model was used in an online, hybrid special education undergraduate course to prepare pre-service teachers to teach academic content to their students with disabilities. We provide a rationale for the use of the model in the course, describe how we implemented the model in the course, pre-service teachers’ perceptions about the model as a way to facilitate and model the process of learning for themselves and students, and discuss implications for practice.

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