Teaching Students With Specific Learning Disabilities in the General Education Classroom

Preparation Programs ◽

General Education Classroom ◽

Education Act ◽

In many college teacher preparation programs across the United States, students who want to become a general education teacher are required to take a course focused on teaching students who have disabilities. Typically, that course provides an overview of the Individuals with Disabilities Education Act and the characteristics of each of the 13 categories of disabilities. That course does not present various strategies a general education classroom teacher can use to educate these students, despite the fact that more and more disabled students are being educated in a general education classroom environment. Thus, this chapter provides resources and research-based reading, math, language arts, and social skills strategies general education teachers can utilize when educating a student with a specific learning disability in their classrooms. The resources presented in this chapter are not meant to take the place of special education teachers but to supplement practices for when they are not available.

Advances in Early Childhood and K-12 Education - Cases on Service Delivery in Special Education Programs ◽

Case Study Analysis of a Team/Collaborative Model With Specific Learning Disabled Students

10.4018/978-1-5225-8069-0.ch007 ◽

2019 ◽

pp. 219-240

Keyword(s):

General Education ◽

Learning Disabled ◽

The United States ◽

Intervention Strategies ◽

Learning Ability ◽

Case Study Analysis ◽

Delivery Models ◽

This chapter focuses on specific learning disabilities (SLDs), which is the most common type of designated disability among school-aged students in the United States. SLD is a disability that can have devastating effects on a student's learning ability, as in the most severe cases, the SLD student may remember little, if anything, about what he or she has learned; may have difficulties focusing on even one thing; may not be able to read above an elementary level; and may live in isolation due to poor social and motivational skills. This chapter discusses the service delivery models for students who have SLD and provides two case studies of models that can be successful if implemented properly. Finally, the chapter presents intervention strategies to assist the general education teacher when working with students with SLD.

Ten Years of Response to Intervention: Implications for General Education Teacher Preparation Programs

Action in Teacher Education ◽

10.1080/01626620.2015.1004603 ◽

2015 ◽

Vol 37 (2) ◽

pp. 190-204 ◽

Cited By ~ 3

Author(s):

Brenda L. Barrio ◽

Endia J. Lindo ◽

Bertina H. Combes ◽

Katrina A. Hovey

Keyword(s):

Teacher Preparation ◽

Response To Intervention ◽

General Education ◽

Preparation Programs ◽

Education Teacher ◽

General Education Teacher

Social Justice and Putting Theory Into Practice in Schools and Communities - Advances in Educational Technologies and Instructional Design ◽

Disability as a Social Justice Imperative

10.4018/978-1-5225-9434-5.ch014 ◽

2020 ◽

pp. 210-226

Author(s):

Adam Moore

Keyword(s):

Teacher Preparation ◽

Students With Disabilities ◽

The United States ◽

Disability Rights ◽

Preparation Programs ◽

Social Construct ◽

Individuals With Disabilities ◽

The Social ◽

Education Act

Educators in the United States have the legal obligation to ensure that students with disabilities are given equitable access to an education. Under the Individuals with Education Act (2004), Section 504 of the Rehabilitation Act (1973), and the Americans with Disabilities Act (1990), individuals with disabilities cannot be discriminated against based on their disability and must be provided the same educational opportunities as their non-disabled counterparts. While most teacher preparation programs as well as educators in higher education are knowledgeable of these laws, there is a striking absence of learning about the historical implication of segregation, abuse, and maltreatment of individuals with disabilities that led to these laws being enacted. Most teacher preparation programs do not teach future educators about the history regarding disability rights and the social construct of disability. This chapter will present the major theoretical and historical movements in the disability rights movement, as well as the practical implications for educators today.

Preparing Pre-Service Teachers for the Inclusive Classroom - Advances in Higher Education and Professional Development ◽

What do we Know and Where Can We Grow?

10.4018/978-1-5225-1753-5.ch001 ◽

2016 ◽

pp. 1-22 ◽

Cited By ~ 1

Author(s):

Patricia Dickenson

Keyword(s):

General Education ◽

Students With Disabilities ◽

Department Of Education ◽

General Educators ◽

Teacher Education Programs ◽

Attitudes And Beliefs ◽

Preparation Programs ◽

General Education Classroom ◽

Teachers Attitudes

General educators have been charged with the responsibility of teaching students with exceptionalities, yet many report they do not have the skills to effectively instruct diverse learners, including those with disabilities (Blanton, et al., 2011). Currently, more than half of all students with disabilities spend about 80% of their day in the general education classroom (U.S. Department of Education, 2011). This shift to educate all in the general education classroom increases the demand on teachers to be accountable for all learners academic achievement. The goal of this chapter is to provide instructors of teacher education programs with a review of current research in the field and recommendations for teacher preparation programs to effectively support and positively shape pre-service teachers attitudes and beliefs about students with exceptionalities.

Advances in Early Childhood and K-12 Education - Models for Effective Service Delivery in Special Education Programs ◽

Case Study Analysis of a Team/Collaborative Model with Specific Learning Disabled Students

10.4018/978-1-4666-7397-7.ch007 ◽

2015 ◽

pp. 136-150

Keyword(s):

General Education ◽

Learning Disabled ◽

The United States ◽

Intervention Strategies ◽

Learning Ability ◽

Case Study Analysis ◽

Delivery Models ◽

This chapter focuses on Specific Learning Disabilities (SLDs), which is the most common type of designated disability among school-aged students in the United States. SLD is a disability that can have devastating effects on a student's learning ability, as in the most severe cases the SLD student may remember little, if anything, about what he or she has learned; may have difficulties focusing on even one thing; may not be able to read above an elementary level; and may live in isolation due to poor social and motivational skills. This chapter discusses the service delivery models for students who have SLD and provides two case studies of models that can be successful if implemented properly. Finally, the chapter presents intervention strategies to assist the general education teacher when working with students with SLD.

Case Study Analysis of a Team/Collaborative Model With Specific Learning Disabled Students

Pre-Service and In-Service Teacher Education ◽

10.4018/978-1-5225-7305-0.ch072 ◽

2018 ◽

pp. 1561-1576

Author(s):

Pam L. Epler ◽

Rorie Ross

Keyword(s):

General Education ◽

Learning Disabled ◽

The United States ◽

Intervention Strategies ◽

Learning Ability ◽

Case Study Analysis ◽

Delivery Models ◽

This chapter focuses on Specific Learning Disabilities (SLDs), which is the most common type of designated disability among school-aged students in the United States. SLD is a disability that can have devastating effects on a student's learning ability, as in the most severe cases the SLD student may remember little, if anything, about what he or she has learned; may have difficulties focusing on even one thing; may not be able to read above an elementary level; and may live in isolation due to poor social and motivational skills. This chapter discusses the service delivery models for students who have SLD and provides two case studies of models that can be successful if implemented properly. Finally, the chapter presents intervention strategies to assist the general education teacher when working with students with SLD.

Disability as a Social Justice Imperative

10.4018/978-1-6684-3542-7.ch002 ◽

2022 ◽

pp. 13-29

Author(s):

Adam Moore

Keyword(s):

Teacher Preparation ◽

Students With Disabilities ◽

The United States ◽

Disability Rights ◽

Preparation Programs ◽

Social Construct ◽

Individuals With Disabilities ◽

The Social ◽

Education Act

Educators in the United States have the legal obligation to ensure that students with disabilities are given equitable access to an education. Under the Individuals with Education Act (2004), Section 504 of the Rehabilitation Act (1973), and the Americans with Disabilities Act (1990), individuals with disabilities cannot be discriminated against based on their disability and must be provided the same educational opportunities as their non-disabled counterparts. While most teacher preparation programs as well as educators in higher education are knowledgeable of these laws, there is a striking absence of learning about the historical implication of segregation, abuse, and maltreatment of individuals with disabilities that led to these laws being enacted. Most teacher preparation programs do not teach future educators about the history regarding disability rights and the social construct of disability. This chapter will present the major theoretical and historical movements in the disability rights movement, as well as the practical implications for educators today.

Explaining the Decline in Special Education Teacher Employment From 2005 to 2012

Council review ◽

10.1177/0014402916684620 ◽

2017 ◽

Vol 83 (3) ◽

pp. 315-329 ◽

Cited By ~ 14

Author(s):

Jim Dewey ◽

Paul T. Sindelar ◽

Elizabeth Bettini ◽

Erling E. Boe ◽

Michael S. Rosenberg ◽

...

Keyword(s):

Special Education ◽

General Education ◽

Special Education Teachers ◽

Public Law ◽

General Educators ◽

Special Education Teacher ◽

Preparation Programs ◽

Disability Prevalence ◽

Constituent Elements

Demand for special education teachers grew continuously from the passage of Public Law 94-142 in 1975 through 2005, when this trend reversed. From 2005 to 2012, the number of special education teachers employed by U.S. schools declined by >17%. The primary purpose of this investigation was to determine factors that contributed to this decline. We parsed change in number of special education teachers employed into four constituent elements and found that these recent reductions were fueled by decreases in disability prevalence and the relative ratio of teachers to students in special versus general education, which favored the latter. These changes have important implications for teacher preparation programs’ efforts to adequately prepare special and general educators and for policies designed to improve teacher quality.

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

Developing a Theory of Program Vision as Professional Socialization in Special Education Teacher Preparation

10.1177/08884064211058901 ◽

2021 ◽

pp. 088840642110589

Author(s):

Hannah Morris Mathews

Keyword(s):

Special Education ◽

Teacher Preparation ◽

General Education ◽

Special Educators ◽

Professional Socialization ◽

Special Education Teacher ◽

Preparation Programs ◽

Education Teacher ◽

Roles And Responsibilities

In general education, researchers find candidates’ pre-service experiences are a tool for socialization into the knowledge, norms, and values of the profession. An important aspect of this process is program vision—the collective understanding of teaching put forth by a preparation program. Yet, few investigations in special education examine program vision. Using interviews with candidates across six teacher preparation programs, the author generates theory to understand the role of vision in special education teacher candidates’ professional socialization and how experiences of program vision are associated with their conceptions of their future roles and responsibilities. Candidates’ conception of special educators’ roles reflected three characterizations consistent within, but distinct across programs: Direct Instructor, Supportive Differentiator, and General Responder. Each profile was associated with unique roles and responsibilities for special educators. Findings draw attention to the importance of examining vision as a tool for professional socialization in special education teacher preparation.