Supporting Secondary Students with Disabilities in an Inclusive Environment

Secondary Students ◽

Teacher Candidates ◽

It Impacts ◽

Secondary Classroom ◽

Specific Category ◽

Secondary Grades ◽

Disability Categories ◽

This chapter is designed to inform and educate secondary (Grades 6–12) pre-service teachers on how to provide content and design assignments for students within the special education continuum. The chapter is divided into 12 sections, one for each IDEA disability category. Each section includes the definition and characteristics of the specific category as well as how it impacts learning. The prevalence of the exceptionality occurring in the secondary classroom is also discussed, thus informing pre-service teacher candidates about which disability categories they are most likely to encounter while teaching. Also included in each section is a discussion and examples of various research-based instructional strategies and assignments as well as resources such as websites or illustrations that can be utilized.

Implementing Augmented Reality Into Immersive Virtual Learning Environments - Advances in Educational Technologies and Instructional Design ◽

A Safe Space

10.4018/978-1-7998-4222-4.ch007 ◽

2021 ◽

pp. 120-134

Author(s):

Kisha L. Walker ◽

Stacy Ness ◽

Fran Reed ◽

Katherine Strang

Keyword(s):

Teacher Preparation ◽

Teacher Candidates ◽

Teacher Preparation Programs ◽

Safe Space ◽

Practice Research ◽

Preparation Programs ◽

Behavioral Challenges ◽

Critical Skills ◽

What if teacher candidates had the opportunity to practice research-based instructional strategies and the application of critical skills without fear of failure or harm to students? Would you be interested? One of the biggest challenges that teacher preparation programs face is a struggle to provide meaningful and realistic practice for pre-service teacher candidates. How do we provide practice in “real” settings with “real” students who demonstrate a depth and breadth of learning and behavioral challenges? How do we make practice sessions safe environments for both our teacher candidates and the students they serve? How do we provide needed experiences for candidates in a world where in-person learning may be curtailed by unforeseen circumstances? The purpose of this chapter is to examine the use of virtual reality simulations in education that provide scaffolded learning experiences for pre-service teachers in an online learning environment.

Assistive Technology for Students With Disabilities: An Updated Snapshot

Journal of Special Education Technology ◽

10.1177/0162643420914624 ◽

2020 ◽

pp. 016264342091462

Author(s):

Emily C. Bouck ◽

Holly Long

Keyword(s):

Assistive Technology ◽

National Longitudinal Transition Study

Secondary Students ◽

Significant Relationship ◽

Technology Use ◽

Transition Study ◽

And Performance ◽

Disability Categories ◽

Assistive technology can benefit students with disabilities in terms of independence and performance. Yet more research is needed regarding usage of assistive technology. Using the National Longitudinal Transition Study 2012 database, the authors explored reported use regarding assistive technology by secondary students with disabilities. Overall, the authors found low rates of assistive technology reported use among students with disabilities aggregated, although there were large ranges across disability categories (e.g., 14.5%–74.0% for use of assistive technology). Disability category had a statistically significant relationship with reported assistive technology use for secondary students.

Challenges and Victories of Virtual Environments With Students With Disabilities

10.4018/978-1-7998-8028-8.ch013 ◽

2022 ◽

pp. 233-256

Author(s):

Dennis Cavitt ◽

Danielle Kovach

Keyword(s):

Educational Environment ◽

Low Socioeconomic ◽

Face To Face ◽

Disabilities Education Act ◽

Teachers And Students ◽

Education Act ◽

Disability Categories ◽

Instruction Strategies

The COVID-19 pandemic that began in 2020 altered the educational environment for everyone. Moving from an in-person environment to a virtual one can be highly problematic for individuals (specifically, students with disabilities) whose teachers most often use direct instruction strategies that require face-to-face interaction. This chapter will help the reader understand the variations of the characteristics of the different disability categories served under the Individuals with Disabilities Education Act (IDEA). This chapter will provide the readers with instructional strategies that effectively mitigate difficulties with instruction in a virtual environment. Additionally, this chapter will examine the challenges observed in students with disabilities that make accessing the virtual educational setting problematic. These areas include race, culture, disability, and low socioeconomic factors. Finally, this chapter will provide the reader with tips from teachers and students as they have struggled to navigate this new educational environment.

Preparing Pre-Service Teacher Candidates for the Praxis Exam

Proceedings of the 51st ACM Technical Symposium on Computer Science Education ◽

10.1145/3328778.3372654 ◽

2020 ◽

Author(s):

Rebecca Odom-Bartel ◽

Carol Fletcher ◽

John Owen ◽

Jeff Gray ◽

Jeremy Zelkowski

Keyword(s):

Teacher Candidates ◽

A Synthesis of Instructional Strategies in Geoscience Education Literature That Address Barriers to Inclusion for Students With Disabilities

Journal of Geoscience Education ◽

10.5408/16-211.1 ◽

2017 ◽

Vol 65 (4) ◽

pp. 531-541 ◽

Cited By ~ 19

Author(s):

Ivan G. Carabajal ◽

Anita M. Marshall ◽

Christopher L. Atchison

Keyword(s):

Geoscience Education ◽

Education Literature

Technology-mediated writing: It’s not how much, but the thought that counts

E-Learning and Digital Media ◽

10.1177/2042753021996387 ◽

2021 ◽

pp. 204275302199638

Author(s):

Kelley Regan ◽

Anya S Evmenova ◽

Melissa D Hughes ◽

Maria P Rybicki-Newman ◽

Boris Gafurov ◽

...

Keyword(s):

Sixth Grade ◽

Future Research ◽

Student Writing ◽

Writing Quality ◽

Struggling Writers ◽

Group Design ◽

Present Group

Struggling writers including students with disabilities (SWD) need instructional strategies to support their ability to write independently. Integrating technology-mediated instruction to support student writing can mitigate students' challenges throughout the writing process and personalize instruction. In the present group design study, teachers taught 11 to 12 year olds in sixth grade with varying abilities to use a technology-based graphic organizer (TBGO) when digitally planning and composing a persuasive paragraph. Results indicated that the writing quality of the paragraph and use of transition words by typical and struggling writers was significantly better when the TBGO was used as compared to students who wrote without the TBGO. Additionally, when the TBGO was removed, students in the treatment group maintained gains. Student participants and teachers in this study identified features that were especially supportive to students’ writing behaviors. Implications for practice and future research are discussed.

A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices

Remedial and Special Education ◽

10.1177/07419325211063491 ◽

2021 ◽

pp. 074193252110634

Author(s):

Gena Nelson ◽

Sara Cothren Cook ◽

Kary Zarate ◽

Sarah R. Powell ◽

Daniel M. Maggin ◽

...

Keyword(s):

Systematic Review ◽

Special Education ◽

Special Education Teachers ◽

Evidence Base ◽

Future Research ◽

Evidence Based Practices ◽

Intensive Instruction ◽

Disability Categories ◽

Meta Analyses

It is crucial that special education teachers are equipped with the knowledge and skills necessary to improve outcomes for students with disabilities. Despite federal legislation and efforts of the field to identify and disseminate evidence-based practices for students with disabilities, it is uncertain whether all special education teachers provide instruction based on the best available research. To better prepare special education teachers, McLeskey et al. proposed 22 high-leverage practices (HLPs). We conducted this systematic review of meta-analyses to provide an initial investigation of the experimental evidence reporting on the effectiveness of the HLPs for students with, or at risk for, a disability. Results indicated the largest amount of evidence from meta-analyses related to intensive instruction, explicit instruction, and social skills, with few meta-analyses reporting on collaboration and assessment. The results highlighted disproportional evidence according to disability categories. Implications for future research, practice, and teacher education are discussed.

Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children ◽

Morphology Matters, but What Do Teacher Candidates Know About It?

10.1177/0888406418806649 ◽

2018 ◽

Vol 42 (3) ◽

pp. 246-262 ◽

Cited By ~ 3

Author(s):

Erin K. Washburn ◽

Candace A. Mulcahy

Keyword(s):

Special Education ◽

Special Education Teachers ◽

Teacher Candidates ◽

Teacher Educators ◽

Morphological Structure ◽

Reading Teachers ◽

Complex Process ◽

Secondary Grades ◽

Striving Readers ◽

Complex Words

Skilled reading is a complex process in which many subskills are involved, including an awareness of the morphological structure of language. Morphological awareness is the ability to understand how words are broken into meaningful units (e.g., affixes, root words). Explicit and systematic teaching of morphological concepts are reported to help striving readers, particularly those in upper elementary, middle, and secondary grades, with reading. To teach morphological concepts and their relation to reading, teachers need to have both awareness and knowledge of morphology. In the present study, general and special education teachers’ knowledge of morphological concepts are examined. Results indicate that teachers, regardless of type of certification (general vs. special education) or grade level (elementary vs. secondary), have difficulty identifying morphemes in both simple and complex words. Suggestions for what and how teacher educators can integrate the teaching of morphological concepts into teacher preparation contexts are provided.

Investigation of Teacher Candidates' Opinions about Instructional Technologies and Material Usage

Journal of Education and Training Studies ◽

10.11114/jets.v5i5.2286 ◽

2017 ◽

Vol 5 (5) ◽

pp. 204

Author(s):

Hanife Gülhan Orhan-Karsak

Keyword(s):

Qualitative Research ◽

Instructional Technology ◽

Teacher Candidates ◽

Material Design ◽

Instructional Technologies ◽

Certificate Program ◽

Material Usage ◽

Mind Maps ◽

Practical Instruction ◽

The purpose of this study is to determine the awareness of teacher candidates about instructional technologies and materials and the ways of giving place in instruction by integrating them with different activities, to reveal opinions about their usage. Seventeen female and eight male, in total twenty five participants are sampling. The ages of the participants within the group heterogeneous between twenty two and thirty five.According to the purpose, the opinions of the teachers candidates who have been taken ‘Instructional Technology and Material Design’ lesson in the ‘Pedagogical Formation Training Certificate Program’ which is a pre-service teacher training program and have been practiced learning outputs of this lesson in other practical instruction lessons and in their lectures in the teaching internship school, were taken by writing. In this context the study is designed as a qualitative research. The findings are presented in thematically coded and supported by mind maps as visuals.It has been seen that teacher candidates are focused on different instructional technologies and materials that they learned in the Instructional Technology and Material Design’ lesson. In addition different experiences of teacher candidates about the usage of instructional technologies and materials have been identified.