Using Video-Aided Self-Reflection to Prepare Novice Special Education Teachers

Preparation Programs ◽

Self Reflection ◽

Social And Emotional ◽

Design For Learning

The growing diversity of America's public schools has created pressure for universities and teacher preparation programs to develop strategies to aid novice teachers in meeting a variety of student needs. In addition to cultural and linguistic differences, special education teachers must also be prepared to meet the variety of academic, social, and emotional needs of students identified with disabilities. To accomplish this, studies investigating the potential of video based reflection to impact novice and preservice teachers' ability to implement pedagogical theory into practice have increased. This chapter examines the use of video as a tool to engage novice special education teachers' reflection on the implementation of culturally responsive pedagogy (CRP), differentiated instruction (DI), and universal design for learning (UDL).

Capacity Building Pedagogy for Diverse Learners

10.4018/978-1-6684-3670-7.ch049 ◽

2022 ◽

pp. 899-916

Author(s):

Sharon Lynn Bohjanen ◽

Abby Cameron-Standerford ◽

Tynisha D. Meidl

Keyword(s):

Special Education ◽

Teacher Preparation ◽

Capacity Building ◽

Preparation Programs ◽

Teachers Perceptions ◽

General Education Teacher ◽

Design For Learning ◽

Digital Learners

Our phenomenological study of student teachers' perceptions of special education practices identified a gap in a general education teacher preparation program, given the inclusive model of education mandated through the IDEIA (2004). We offer a 3-tiered teaching framework for teacher preparation programs to utilize capacity building differentiated pedagogy suitable for all learners, including digital learners and students with exceptionalities. The teaching skills for capacity building pedagogy, Universal Design for Learning, and Differentiated Instruction, supported through decades of special education research, will enable the next generation of teachers to effectively serve a diverse population of students (Frey, Andres, McKeeman & Lane, 2012; Hamilton-Jones & Vail, 2013; Oyler, 2011; Shepherd, Fowler, McCormick, Wilson, & Morgan, 2016).

Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning - Advances in Educational Technologies and Instructional Design ◽

Capacity Building Pedagogy for Diverse Learners

10.4018/978-1-5225-3873-8.ch011 ◽

2018 ◽

pp. 195-212

Author(s):

Sharon Lynn Bohjanen ◽

Abby Cameron-Standerford ◽

Tynisha D. Meidl

Keyword(s):

Special Education ◽

Teacher Preparation ◽

Capacity Building ◽

Preparation Programs ◽

Teachers Perceptions ◽

General Education Teacher ◽

Design For Learning ◽

Digital Learners

Our phenomenological study of student teachers' perceptions of special education practices identified a gap in a general education teacher preparation program, given the inclusive model of education mandated through the IDEIA (2004). We offer a 3-tiered teaching framework for teacher preparation programs to utilize capacity building differentiated pedagogy suitable for all learners, including digital learners and students with exceptionalities. The teaching skills for capacity building pedagogy, Universal Design for Learning, and Differentiated Instruction, supported through decades of special education research, will enable the next generation of teachers to effectively serve a diverse population of students (Frey, Andres, McKeeman & Lane, 2012; Hamilton-Jones & Vail, 2013; Oyler, 2011; Shepherd, Fowler, McCormick, Wilson, & Morgan, 2016).

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 ◽

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.

Guiding Online Graduate Special Education Candidates Through E-Performance Assessments and edTPA

10.4018/978-1-6684-3670-7.ch055 ◽

2022 ◽

pp. 1021-1036

Author(s):

Charmion Rush ◽

Karena J. Cooper-Duffy

Keyword(s):

Special Education ◽

Teacher Preparation ◽

Teacher Candidates ◽

Teacher Candidate ◽

Performance Assessments ◽

Preparation Programs ◽

Online Teacher ◽

Field Supervisors

As online teacher preparation programs continue to grow, guiding the process for edTPA candidates can pose varying challenges. As such, teacher preparation programs must be equipped to provide guidance to online candidates as they complete the actionable items required for edTPA. Provided from the field supervisors' perspective, this chapter outlines the current process Western Carolina University has in place to provide effective clinical and teacher candidate experiences for students in their online program. The purpose of this chapter provides guided structure for graduate special education teachers pursing initial licensure through an online masters' program. This chapter will include 1) the challenges of guiding online students through the e-portfolio process, 2) an exploration of the provided structure for the teacher candidates to fulfill the requirements of edTPA, as well as 3) recommendations for teacher preparation programs and teacher candidate readiness in the practice and application of e-performance assessments and edTPA.

Ethical Issues in General and Special Education Teacher Preparation: An Interface with Rural Education

Rural Special Education Quarterly ◽

10.1177/8756870508027001-208 ◽

2008 ◽

Vol 27 (1-2) ◽

pp. 43-54 ◽

Cited By ~ 4

Author(s):

Nancy M. Sileo ◽

Thomas W. Sileo ◽

Thomas B. Pierce

Keyword(s):

Special Education ◽

Teacher Education ◽

Rural Education ◽

Public Schools ◽

Teacher Preparation ◽

Ethical Issues ◽

Special Education Teacher ◽

Preparation Programs ◽

Education Teacher

Teacher education may be the most important variable to ensure consideration of ethical issues in public schools. However, many teacher preparation programs may not equip teachers with the knowledge, skills, and dispositions to make moral judgments and decisions necessary to provide high quality education for all students. This article addresses ethical issues and practices that impact teacher education, their interface with rural education, and results of a national research study that assesses extent to which and how preservice teacher preparation programs attend to ethical issues. Survey results indicate that teaching about ethical and professional practices is important to teacher preparation, and yet, receives little emphasis in most programs. Key Words: Educational Equity, Ethics, Morality, Rural Education, Special Education, Teacher Preparation, and Values

Preparing Native American Special Education Teachers: Lessons Learned from the Rural Special Education Project

Rural Special Education Quarterly ◽

10.1177/875687059701600403 ◽

1997 ◽

Vol 16 (4) ◽

pp. 10-15 ◽

Cited By ~ 3

Author(s):

Gloria Delany-Barmann ◽

Greg Prater ◽

Sam Minner

Keyword(s):

Special Education ◽

Preservice Teachers ◽

Native American ◽

Teacher Preparation ◽

Lessons Learned ◽

Teacher Preparation Program ◽

Navajo Nation ◽

Preparation Programs ◽

Education Project

Twelve Navajo preservice teachers in the Rural Special Education Project on the Navajo Nation in Kayenta, Arizona, shared their perceptions regarding the factors which enabled them and constrained them as they completed a special education teacher preparation program. Several themes emerged during the process of interviewing the students including the importance of cultural teachings and family support; the influence of language factors, financial constraints, and cultural responsibilities; and the lack of availability of educational opportunities on the Navajo Nation. Each of these factors is discussed in this article and recommendations are made for others interested in establishing successful teacher preparation programs for Native American students.

What Are High-Leverage Practices for Special Education Teachers and Why Are They Important?

Remedial and Special Education ◽

10.1177/0741932518773477 ◽

2019 ◽

Vol 40 (6) ◽

pp. 331-337 ◽

Cited By ~ 2

Author(s):

James McLeskey ◽

Bonnie Billingsley ◽

Mary T. Brownell ◽

Lawrence Maheady ◽

Timothy J. Lewis

Keyword(s):

Special Education ◽

Teacher Preparation ◽

Beginning Teachers ◽

Students With Disabilities ◽

Core Curriculum ◽

Special Education Teacher ◽

Initial Attempt ◽

Preparation Programs

Improving educational outcomes for students with disabilities and others who struggle in school largely depends on teachers who can deliver effective instruction. Although many effective practices have been identified to address the academic and behavioral needs of students who struggle in school, including those with disabilities, these practices are not used extensively in classrooms. This article provides a rationale for and description of major changes that are occurring in teacher preparation programs that are designed to improve the practice of beginning teachers. This is followed by a description of a set of high-leverage practices that was recently approved by the Council for Exceptional Children. These practices represent an initial attempt to delineate a core curriculum for special education teacher preparation to support the changes that are occurring in teacher education.

Collaboration of General and Special Education Teachers: Perspectives and Strategies

Intervention in School and Clinic ◽

10.1177/1053451217693370 ◽

2017 ◽

Vol 53 (2) ◽

pp. 99-106 ◽

Cited By ~ 8

Author(s):

M. Alexandra Da Fonte ◽

Sally M. Barton-Arwood

Keyword(s):

Special Education ◽

Students With Disabilities ◽

Teacher Candidates ◽

Preparation Programs ◽

Potential Barriers ◽

School Settings ◽

Teachers Perspectives ◽

Successful Collaboration

Schools today focus on inclusive models of education for students with disabilities that include higher expectations and increased teacher accountability. Within this inclusion framework, both general and special education teachers have responsibilities for the education of diverse learners. Collaboration skills take time to develop, with many potential barriers that can limit successful teamwork. Therefore, teacher preparation programs have a responsibility for preparing general and special education teachers for collaboration with a focus on strategies to minimize potential barriers and support outcomes for students with disabilities. In order to be more responsive to teacher candidates’ development, a first step is to understand their perspectives about collaboration. This article outlines the hopes and fears of both general and special education preservice candidates regarding collaboration and how their perspectives align with documented views of practicing teachers. Strategies to minimize fears and potential barriers for successful collaboration in school settings are presented.

Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education - Advances in Educational Technologies and Instructional Design ◽

Universal Design for Learning (UDL) Guidelines for Mobile Devices and Technology Integration in Teacher Education

10.4018/978-1-5225-2953-8.ch001 ◽

2018 ◽

pp. 1-21 ◽

Cited By ~ 1

Author(s):

Neal Shambaugh ◽

Kimberly K. Floyd

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Public Schools ◽

Technology Integration ◽

Mobile Devices ◽

Universal Design ◽

Flexible Technology ◽

Design For Learning ◽

Teacher Education Faculty

Universal Design for Learning (UDL) guidelines provide recommendations for flexible technology integration in teacher education. With the advent of mobile devices, such as smartphones and tablets, how do educators in teacher education programs (teacher education faculty, preservice teachers, public school teachers) use mobile devices within a flexible curriculum that addresses the learning of diverse students? Section one of this chapter describes the legal and administrative context for accessibility, the UDL conceptual framework, technology integration in teacher education, the TPCK model for technology integration, and the use of mobile devices in teacher education. Section two provides recommendations for applying UDL principles to mobile devices in public schools.