Informing School Rehabilitation Professionals

2020 ◽  
pp. 86-102
Author(s):  
Pei-Ying Lin
Keyword(s):  
Special Education ◽  
Empirical Evidence ◽  
Teacher Candidates ◽  
Learning Needs ◽  
Test Accommodations ◽  
Appropriate Use ◽  
Rehabilitation Professionals ◽  
Research Findings ◽  
Special Learning Needs ◽  
Education Courses

The importance of appropriate use of test accommodations has drawn researchers to look closely for empirical evidence that supports the appropriateness and effectiveness of current accommodation practices over the last three decades. To inform teacher candidates enrolled in special education courses as well as school rehabilitation professionals who may or may not be new to the field, this chapter synthesizes research findings on the effectiveness of major accommodation categories and discusses how to make valid decisions for students with diverse special learning needs.

Informing School Rehabilitation Professionals

2022 ◽  
pp. 1875-1887
Author(s):  
Pei-Ying Lin
Keyword(s):  
Special Education ◽  
Empirical Evidence ◽  
Teacher Candidates ◽  
Learning Needs ◽  
Test Accommodations ◽  
Appropriate Use ◽  
Rehabilitation Professionals ◽  
Research Findings ◽  
Special Learning Needs ◽  
Education Courses

The importance of appropriate use of test accommodations has drawn researchers to look closely for empirical evidence that supports the appropriateness and effectiveness of current accommodation practices over the last three decades. To inform teacher candidates enrolled in special education courses as well as school rehabilitation professionals who may or may not be new to the field, this chapter synthesizes research findings on the effectiveness of major accommodation categories and discusses how to make valid decisions for students with diverse special learning needs.

Designing a Dual Licensure Path for Middle Childhood and Special Education Teacher Candidates

2022 ◽  
pp. 917-932
Author(s):  
Virginia F. McCormack ◽  
Marlissa Stauffer ◽  
Kate Fishley ◽  
JoAnn Hohenbrink ◽  
John R. Mascazine ◽  
...  
Keyword(s):  
Special Education ◽  
Middle Childhood ◽  
Teacher Candidates ◽  
Special Education Teacher ◽  
Effective Teacher ◽  
District Office ◽  
Childhood Education ◽  
Education Courses ◽  
Dual License ◽  
Office Personnel

This chapter focused on identifying ways to merge education courses and field hours to create a new dual licensure pathway for Middle Childhood Education and Special Education. The purpose was to adapt two programs to unify the competencies, dispositions, and collaborative practices of each program into one program producing highly effective teacher candidates with a dual license in Middle Childhood Education and Special Education. Attention was given to the importance of educating more teacher candidates with the capacity to meet the needs of all learners with an emphasis on those with exceptionalities and disabilities. The key implications and advantages of the effectiveness of combining a Middle Childhood and Special Education teaching license were apparent in the response from district office personnel, teachers, teacher candidates, and university faculty.

The delivery of educational technical assistance services for children with special learning needs: A comment on Maggs

1980 ◽  
Vol 4 (1) ◽  
pp. 27-29 ◽  
Author(s):  
Gregory C. Murphy
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Work Performance ◽  
Technical Assistance ◽  
Learning Needs ◽  
Special Learning Needs

AbstractRecently Maggs described a model for the delivery of technical assistance in special education settings in which he emphasized the importance to service delivery of the role played by consultant personnel. This paper identifies three fundamentally important influences on the work performance of consultants, whether they are working “traditionally” or within a model such as that proposed by Maggs.

Designing a Dual Licensure Path for Middle Childhood and Special Education Teacher Candidates

2017 ◽  
pp. 21-36 ◽  
Author(s):  
Virginia F. McCormack ◽  
Marlissa Stauffer ◽  
Kate Fishley ◽  
JoAnn Hohenbrink ◽  
John R. Mascazine ◽  
...  
Keyword(s):  
Special Education ◽  
Middle Childhood ◽  
Teacher Candidates ◽  
Special Education Teacher ◽  
Effective Teacher ◽  
District Office ◽  
Childhood Education ◽  
Education Courses ◽  
Dual License ◽  
Office Personnel

This chapter focused on identifying ways to merge education courses and field hours to create a new dual licensure pathway for Middle Childhood Education and Special Education. The purpose was to adapt two programs to unify the competencies, dispositions, and collaborative practices of each program into one program producing highly effective teacher candidates with a dual license in Middle Childhood Education and Special Education. Attention was given to the importance of educating more teacher candidates with the capacity to meet the needs of all learners with an emphasis on those with exceptionalities and disabilities. The key implications and advantages of the effectiveness of combining a Middle Childhood and Special Education teaching license were apparent in the response from district office personnel, teachers, teacher candidates, and university faculty.

Issues of training of specialists of inclusive education

2020 ◽  
Vol 43 (2) ◽  
pp. 83-90
Author(s):  
K. Myrzakhankizi ◽  
Keyword(s):  
Young People ◽  
Special Needs ◽  
Inclusive Education ◽  
Speech Pathology ◽  
Learning Needs ◽  
Equal Rights ◽  
Rights Of The Child ◽  
Speech Pathologist ◽  
The Republic ◽  
Special Learning Needs

In this article, the authors point to the most acute problem today of children with special learning needs in an inclusive environment. Today it is one of the world’s problems. The 1989 UN Convention on the Rights of the Child and the Salamanca Declaration on Principles of Education Policy with Special Needs (Salamanca, Spain) of 1994 are the legal basis for this issue. The “State Program for the Development of Education in the Republic of Kazakhstan for 2011 - 2020” says that the legislation of our country provides equal rights to children with special learning needs, and in the coming period the number of kindergartens and schools with inclusive education will increase. In accordance with world processes, our country is also expanding inclusive education. It is well known that there is a need for specialists to educate children with special needs. In this regard, the authors disclose the practice of the department of special education Abay KazNPU for the training of speech pathologist. At the same time, given that young people today do not understand speech pathology well, the author points out the importance of involving the media in this process, thereby emphasizing the importance of expanding the understanding of inclusion, by parents, young people and the general public.

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

2018 ◽  
Vol 42 (3) ◽  
pp. 246-262 ◽  
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.

Caseload in Special Education: An Integration of Research Findings

2001 ◽  
Vol 67 (2) ◽  
pp. 161-172 ◽  
Author(s):  
Suzanne Russ ◽  
Berttram Chiang ◽  
Billie Jo Rylance ◽  
Joyce Bongers
Keyword(s):  
Special Education ◽  
Research Findings

scholarly journals MATA KULIAH PENDIDIKAN KEWARGANEGARAAN SEBAGAI UPAYA MEMUPUK RASA NASIONALISME MAHASISWA (Studi Kasus Pada Mahasiswa Universitas Buana Perjuangan Karawang)

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Yogi Nugraha
Keyword(s):  
Civic Education ◽  
Teacher Candidates ◽  
Case Study Research ◽  
Target Population ◽  
Study Time ◽  
Qualitative Approach ◽  
Purposive Sampling ◽  
Study Research ◽  
Education Courses

ABSTRACT This study aims to describe the implementation of civic education courses in an effort to foster a sense of nationalism student at the Buana Perjuangan Karawang University. This study used a qualitative approach with the method used is the case study. Research conducted at the Buana Perjuangan Karawang University, with an estimated study time for start of the date October 28, 2017 until August 28, 2018. The target population in this study were students who follow courses of civic education, and sampling using techniques purposive sampling. The results obtained show that nationalism formed through civic education in college can be formed. It is based on a statement cited by respondents stated that the Civic Education is very important to learn in college, it's based on the erosion of a sense of nationalism began to be immediately addressed by studying Civics. Civic education is also learned to go back to the students will be taught by the teacher candidates Pancasila and Civic Education. Increased sense of nationalism in studying Civics is proof that Civic Education is so important to learn. Keywords: Civic Education, Nationalism, Students. ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan mata kuliah pendidikan kewarganegaraan dalam upaya memupuk rasa nasionalisme mahasiswa di Universitas Buana Perjuangan Karawang. Penelitian ini menggunakan pendekatan kualitatif dengan metode yang digunakan yaitu metode studi kasus. Penelitian dilaksanakan pada Universitas Buana Perjuangan Karawang, dengan estimasi waktu penelitian selama mulai dari tanggal 28 Oktober 2017 sampai dengan tanggal 28 Agustus 2018. Populasi target dalam penelitian ini adalah mahasiswa yang mengikuti mata kuliah pendidikan kewarganegaraan, dan pengambilan sampel menggunakan teknik purposive sampling. Hasil penelitian yang diperoleh menunjukkan bahwa nasionalisme yang terbentuk melalui pembelajaran pendidikan kewarganegaraan di perguruan tinggi dapat terbentuk. Hal ini berdasarkan pernyataan yang diutarakan oleh para responden yang menyatakan bahwa Pendidikan Kewarganegaraan sangat penting untuk dipelajari di Perguruan Tinggi, hal ini didasarkan pada mulai lunturnya rasa nasionalisme haruslah segera diatasi dengan mempelajari Pendidikan Kewarganegaraan. Pendidikan Kewarganegaraan juga dipelajari untuk kembali dibelajarkan kepada peserta didik nantinya oleh para calon guru Pendidikan Pacasila dan Kewarganegaraan. Meningkatnya rasa nasionalisme dalam mempelajari Pendidikan Kewarganegaraan merupakan bukti bahwasanya Pendidikan Kewarganegaraan begitu penting untuk dipelajari. Kata kunci: Pendidikan Kewarganegaraan, Nasionalisme, Mahasiswa.

scholarly journals Analysing the Nature of Meaning in Modal Auxiliary Use in Standard Six English in Nakuru County, Kenya

2019 ◽  
Vol 1 (1) ◽  
pp. 49-62
Author(s):  
Njuguna Jane Ngoiri
Keyword(s):  
Primary Schools ◽  
Language Use ◽  
Mental Representations ◽  
School Level ◽  
Appropriate Use ◽  
Written Composition ◽  
Linguistic Feature ◽  
Auxiliary Verbs ◽  
Research Findings ◽  
The Mind

The objective of the study was to describe appropriateness of modal auxiliary verbs in class six written English. The study focused on the use of English modal auxiliary verbs by class six pupils from diverse language backgrounds in Kenyan primary schools. Modal auxiliary verbs are difficult as their use entails syntactic and semantic appropriateness. As such, most pupils often find themselves unable to use this complex linguistic feature in written English. In spite of this, there is no known documentation that focuses on modal auxiliary verbs among children. It is this gap that the current study sought to fill. Forty pupils were randomly selected from four primary schools in Nakuru County. Data was elicited by means of written composition and grammar exercises. Further, it was analysed both quantitatively and qualitatively and presented in the form of graphs and tables. The Representational Theory of The Mind was used to explain the research findings. The findings revealed that modal auxiliary verbs are indeed difficult and their appropriate use present difficulties in pupils' written work. It was therefore recommended that learning of English should be meaningful. In order to enrich pupil's mental representations pupils should be exposed to a linguistically rich environment to enhance acquisition and learning. It is hoped that these findings will be of benefit to school stakeholders in ensuring that appropriate learning environment is created for pupils. Additionally, it could be a reference for researchers interested in language use at the school level.

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