scholarly journals Challenges and Opportunities for Teaching Students with Disabilities During the COVID-19 Pandemic

2021 ◽  
Vol 5 (1) ◽  
pp. 167-173
Author(s):  
Clinton Smith
Keyword(s):  
Students With Disabilities ◽  
Special Educators ◽  
Instructional Environment ◽  
School Closures ◽  
Challenges And Opportunities ◽  
Multiple Challenges

According to UNESCO (2020), school closures caused by the COVID-19 pandemic have affected over 1.5 billion students and families. The COVID-19 pandemic has presented multiple challenges for teaching students with disabilities in an online instructional environment, but there are also opportunities for collaboration, training, and communication for special educators to meet the needs of their students.

Thinking Vertically: Facilitating Transition for Students With Disabilities

2021 ◽  
pp. 104837132110344
Author(s):  
Ellary A. Draper
Keyword(s):  
High School ◽  
Special Education ◽  
Early Intervention ◽  
Best Practices ◽  
Music Education ◽  
Students With Disabilities ◽  
Education Program ◽  
Special Educators ◽  
Individualized Education Program ◽  
Special Education Transition

Within special education, transition is a required part of a student’s Individualized Education Program, specifically the transition from school to postsecondary life. Recently, special educators have begun to investigate best practices of transition at all levels—early intervention into school, elementary to middle school, and middle to high school. Yet in music education transition is not widely discussed for students with and without disabilities. This article includes an overview of best practices of transition in special education and provides ideas on how to implement these practices in music education to better facilitate transition between schools to postsecondary life for students with disabilities.

Challenges of Urban Educators in Implementing State Standards for Students with Disabilities

2021 ◽  
pp. 001312452110045
Author(s):  
Elizabeth D. Cramer ◽  
Rosalia F. Gallo ◽  
Catherine Salum ◽  
Lorena R. Munoz ◽  
Cynthia Pellegrini Lafont ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Special Educators ◽  
State Standards ◽  
Learning Needs ◽  
Struggling Learners ◽  
Effective Implementation ◽  
Lack Of Information ◽  
Diverse Backgrounds ◽  
Information Research ◽  
Urban Educators

A lack of information, research, and teacher training exists on the effective implementation of Common Core State Standards (CCSS) or other state standards for struggling learners. The pace and standardization of the curriculum are often at odds with the unique learning needs of students from diverse backgrounds. Researchers in one large urban school district conducted a series of focus groups with special educators to identify their perceptions of these standards and the training needs associated with effective implementation of the standards. The results revealed a pressing need for professional development to facilitate effective implementation of the standards for struggling learners in urban settings. Implications for teacher preparation and urban education are discussed.

scholarly journals How to Run Together: On Study Abroad and the ASD Experience

2020 ◽  
Vol 32 (1) ◽  
pp. 104-118
Author(s):  
Araceli Masterson-Algar ◽  
Brian Jennings ◽  
Mark Odenwelder
Keyword(s):  
Study Abroad ◽  
Students With Disabilities ◽  
Course Design ◽  
Cultural Literacy ◽  
Study Abroad Programs ◽  
High Functioning ◽  
University Campuses ◽  
Large Numbers ◽  
Cultural Processes ◽  
Challenges And Opportunities

The growing offering of study abroad programs across university campuses seemingly disregards the large numbers of students with disabilities accessing higher education. Given that study abroad experiences are becoming expected and, in many institutions, mandatory requirements towards graduation, it is imperative that accommodations for disabilities, as well as course design be addressed.  Furthermore, the promotion of study abroad programs as a means to develop some sort of ‘cultural literacy’ demands attention to the cultural processes surrounding perceptions of/ and responses to disability, and which are, above all, culturally specific. Through two case studies in Cuenca, Ecuador, we address some of the challenges and opportunities associated with the participation of two ASD students, both high functioning, in the study abroad experience. 

From Caring to Cared For

2019 ◽  
pp. 102-117
Author(s):  
Lindsey A. Chapman ◽  
Chelsea T. Morris
Keyword(s):  
Special Education ◽  
Teacher Retention ◽  
Students With Disabilities ◽  
School Leadership ◽  
Working Conditions ◽  
Special Education Teachers ◽  
Special Educators ◽  
Positive Outcomes ◽  
Marginalized Populations ◽  
Practical Application

Special educators dedicate their careers to caring for one of the most vulnerable and historically marginalized populations of students despite often working in environments that do little to reciprocate this care. Amidst an ever-changing education landscape, special education teachers are becoming increasingly stressed, experiencing burnout at alarming rates, and far too frequently leaving the field altogether. In this chapter, caring school leadership is examined in the context of special education. The authors seek to bridge a theoretical stance with practical application to the field. Three necessary conditions for caring are discussed and specific “transactions of care” are recommended. The chapter concludes by upholding the idea that ensuring special educators feel cared for by school leaders has the potential to mitigate issues of poor working conditions, teacher retention, and consequently, promote positive outcomes for students with disabilities.

Online Courses Accessible to College Students With Disabilities

2021 ◽  
pp. 937-948
Author(s):  
Dorea D. Bonneau ◽  
Margaret M. Cramer
Keyword(s):  
Students With Disabilities ◽  
Course Design ◽  
Special Educators ◽  
Online Courses ◽  
Limited Attention ◽  
Traditional Role ◽  
Technological Advances ◽  
University Professor ◽  
College Students With Disabilities ◽  
The University

More students can attend colleges and universities from a distance due to broader access and technological advances. Therefore, facilitators are facing the challenge of providing more accommodations and modifications to nontraditional students. The provision of these special services, which have traditionally been provided by special educators, are receiving limited attention. Special educators are educated to make these adjustments on an individual basis in the elementary and secondary levels. However, this has not been the traditional role of the university professor. With today's mass enrollments in online courses, procedures for providing accommodations to all students have become a significant challenge. This chapter will review research on online course design and implementation to address the needs of students with disabilities.

State approaches to non-state interactions

2020 ◽  
Author(s):  
Olga Y. Adams
Keyword(s):  
Early Years ◽  
Linguistic Features ◽  
Cross Border ◽  
Challenges And Opportunities ◽  
New Challenges ◽  
Multiple Challenges ◽  
The Republic ◽  
Xinjiang Uyghur Autonomous Region ◽  
Almost All ◽  
And Control

The chapter focuses on cross-border relations between the Republic of Kazakhstan and Xinjiang-Uyghur Autonomous Region of China, examining the attempts of respective states to intervene in and/or co-opt long-established traditions of transborder flows. Despite having existed on opposite sides of closely guarded borders for most of the 20th century, the two adjoining regions managed to keep alive long-established traditions of cross-border interactions thanks to shared ethnic, cultural, and linguistic features. The frontier societies there today have lived through multiple challenges – the indiscriminate border policy of the Soviet era on Kazakhstan’s side and the tumultuous early years of socialist China engendered exoduses of people across semi-controlled borders. Almost all official interactions stopped until the 1990s when new challenges and opportunities presented themselves and, with them, the revival of informal cross-border exchanges and states’ attempts to co-opt and control them.

Exploring challenges and opportunities of the new social entrepreneurs: the case of indigenous musicpreneurs in KP Pakistan

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ali Muhammad ◽  
Jehangir Zeb Khan ◽  
Syed Imad Shah ◽  
Murad Ali
Keyword(s):  
Real Life ◽  
Capital City ◽  
Economic Conditions ◽  
Social Entrepreneurs ◽  
Opportunity Structure ◽  
Cultural Resistance ◽  
Content Type ◽  
Musical Skills ◽  
Challenges And Opportunities ◽  
Multiple Challenges

Purpose The purpose of this paper is to examine the struggle of and explore opportunity structure for a special class of social entrepreneurs, known as musicpreneurs, in the context of a war-ridden conflict region of Pakistan. A unique case of Pashtun musicians is undertaken, who are confronted with multiple challenges and barriers while commercializing their musical skills. It provides a holistic account of a journey towards self-sustenance from the perspective of real-life musicpreneurs living in harsh socio-economic conditions. Design/methodology/approach This research is guided by constructionism and interpretive methodology, where semi-structured in-depth interviews were conducted from 28 entrepreneurs in Peshawar, capital city of the Khyber Pakhtunkwa Province and its surroundings. Qualitative thematic analysis was used to analyze transcribed data. Findings This research categorizes all findings into seven unified themes. A common Pashtun shows profound love for music, yet surprisingly, does not extend the same intensity of love to musicians. Till recently, Pashtun musicpreneurs are confronted by multiple challenges and barriers such as copyright violations, socio-cultural resistance and discrimination. However, they have devised new opportunity structures to commercialize their skills and adopt music as a sustainable career. Research limitations/implications This research explored multiple aspects of Pashtun musicpreneurs’ lives, compromising minute details on some aspects, for example, limited opportunity structure for musicpreneurs. It bears implications not only for Pakistan but other similar hostile environments for musicpreneurship. For lasting sustainability, overall tranquility and for the promotion of musicpreneurship, challenges surrounding musicpreneurs need to be addressed. Originality/value It is the first study of its kind to explore the struggle of musicpreneurs in hostile socio-economic conditions. From theoretical standpoint, a new theory of musicpreneurship is substantiated by paving ways to resolve barriers experienced in the most unfavourable conditions.

What Do Employers Ask for in Advertisements for Special Education Positions?

2014 ◽  
Vol 38 (1) ◽  
pp. 51-62 ◽  
Author(s):  
Jennifer Stephenson ◽  
Mark Carter
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Educators ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Common Criteria ◽  
Special Education Needs ◽  
Job Advertisements ◽  
Education Needs ◽  
Formal Recognition

Although qualified special educators are more likely to provide effective teaching for students with disabilities and special education needs, it seems many teachers in special education and support positions are not qualified for this role. The study reported here provided analysis of 219 job advertisements for special education positions in order to ascertain what employers required of applicants for special education positions. Advertisements represented all states and sectors in Australia, although the sample does not fully reflect the relative numbers of schools in each state. Most positions were for class teachers or for teachers providing support within and across schools. Special education qualifications and experience in special education were not common criteria for employment. The concerns raised by this finding are addressed through suggestions for formal recognition for special educators and accreditation of teacher education programs preparing special educators.

Preparing Students with Disabilities as Special Educators

1991 ◽  
Vol 4 (1) ◽  
pp. 89-102 ◽  
Author(s):  
Amy K. Otis‐Wilborn ◽  
Dennis Cates ◽  
Thomas Proctor ◽  
Lloyd Kinnison
Keyword(s):  
Students With Disabilities ◽  
Special Educators

Visual Representation in Mathematics: Special Education Teachers’ Knowledge and Emphasis for Instruction

2016 ◽  
Vol 41 (1) ◽  
pp. 7-23 ◽  
Author(s):  
Delinda van Garderen ◽  
Amy Scheuermann ◽  
Apryl Poch ◽  
Mary M. Murray
Keyword(s):  
Special Education ◽  
Mixed Methods ◽  
Problem Solving ◽  
Students With Disabilities ◽  
Research Design ◽  
Special Education Teachers ◽  
Online Survey ◽  
Special Educators ◽  
Visual Representations ◽  
K 12

The use of visual representations (VRs) in mathematics is a strongly recommended practice in special education. Although recommended, little is known about special educators’ knowledge of and instructional emphasis about VRs. Therefore, in this study, the authors examined special educators’ own knowledge of and their instructional emphasis with VRs in mathematics for students with disabilities (SWDs) in Grades K-12. A total of 146 teachers (pre- and in-service) responded to an online survey. A mixed methods triangulation research design was utilized. Findings include the following: (a) teachers hold conceptions about VRs and the roles they serve in problem solving; their ideas, however, lack depth and are narrow in perspective; (b) what teachers emphasize about VRs to SWDs tends to match their own conceptions, but the explanations they provide for SWDs need expanding and refinement; and (c) given their narrow conceptions, VRs may be limited to a peripheral role in special educators’ instruction.

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