Recognizing the Inequalities in Remote Learning Education

2021 ◽  
pp. 77-96
Author(s):  
Deanne J. Tucker-White
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Institutions Of Higher Education ◽  
Working At Home ◽  
Disabled Students ◽  
Marginalized Communities ◽  
Students In Poverty ◽  
K 12 ◽  
Remote Learning ◽  
At Home

The COVID-19 pandemic has altered the instructional approach in K-12 and institutions of higher education to be almost solely online. The challenges for schools at the beginning of the pandemic were immense. Schools faced issues such as not having a plan for families to access WiFi, students not having one-to-one devices at home, parents working at home without anyone to help students log in, special education population/disabled students unable to acquire adequate learning services, and students in poverty or experiencing homelessness who were helpless to quarantine and did not know where their next meal would come from. The closing of school doors exacerbated the historical and pervasive educational inequities and generational implications within marginalized communities. Given the tense relationships and not-great experiences with an education that many marginalized families have had, remote learning progression was a rocky one.

There’s No Place Like Home: Finding Teachers in Your Backyard

2020 ◽  
Vol 39 (2) ◽  
pp. 104-112
Author(s):  
Nancy Mamlin ◽  
Jennifer A. Diliberto
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Preservice Teacher Education ◽  
Special Education Teacher ◽  
Institutions Of Higher Education ◽  
Current Investigation ◽  
Education Teacher ◽  
Teacher Education Candidates ◽  
K 12 ◽  
Near Future

The current investigation surveyed 83 preservice teacher education candidates enrolled in institutions of higher education (IHEs) to pursue licensure in special education. The purpose of the investigation was to determine why these candidates were pursuing a career as a special education teacher, when they decided, and where they saw themselves teaching in the near future. The survey yielded implications for potential K-12 and IHE initiatives to promote careers in the field of special education to individuals.

Instructional Design for Millennials

2016 ◽  
pp. 1980-2004
Author(s):  
William Loose ◽  
Teri Marcos
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
State Standards ◽  
Institutions Of Higher Education ◽  
Course Content ◽  
Face To Face ◽  
Changing Practice ◽  
New Knowledge ◽  
K 12 ◽  
Delivery Models

The authors have worked since 2000 to prepare school leaders at two California Institutions of Higher Education (IHE) in partnership with K-12 public, private, and charter schools. While transforming their programs into virtual delivery models, as an option for students, both online and face-to-face hybrid formats require conditions that help students effectively succeed as learners. Over fifteen years the authors have narrowed discussions for efficient facilitation and mapping to course content while personalizing lessons to deeply engage their learners' creation of new knowledge. They make twenty-three recommendations for streamlining course content, assignments, and assessments to meet individual needs of students while meeting the expectations and challenges of changing national and state standards. The authors conclude that ‘thinking anew' through faculty ideation is a must for IHEs as the changing learner demands changing practice.

Instructional Design for Millennials

2016 ◽  
pp. 1-25
Author(s):  
William Loose ◽  
Teri Marcos
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
State Standards ◽  
Institutions Of Higher Education ◽  
Course Content ◽  
Face To Face ◽  
Changing Practice ◽  
New Knowledge ◽  
K 12 ◽  
Delivery Models

The authors have worked since 2000 to prepare school leaders at two California Institutions of Higher Education (IHE) in partnership with K-12 public, private, and charter schools. While transforming their programs into virtual delivery models, as an option for students, both online and face-to-face hybrid formats require conditions that help students effectively succeed as learners. Over fifteen years the authors have narrowed discussions for efficient facilitation and mapping to course content while personalizing lessons to deeply engage their learners' creation of new knowledge. They make twenty-three recommendations for streamlining course content, assignments, and assessments to meet individual needs of students while meeting the expectations and challenges of changing national and state standards. The authors conclude that ‘thinking anew' through faculty ideation is a must for IHEs as the changing learner demands changing practice.

scholarly journals Special Issue on Makerspace Design Cases

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Mary Jo Dondlinger ◽  
Julie McLeod ◽  
Chris Bigenho
Keyword(s):  
Higher Education ◽  
New Media ◽  
Community Organizations ◽  
Institutions Of Higher Education ◽  
Special Issue ◽  
Or Education ◽  
Equipment And Supplies ◽  
Do It Yourself ◽  
K 12 ◽  
Community Facilities

According to the New Media Consortium (NMC), makerspaces are “informal workshop environments located in community facilities or education institutions where people gather to create prototypes or products in a collaborative, do-it-yourself setting.” The NMC Horizon Reports for K-12 Education and for Higher Education have listed makerspaces as “important developments” for the last 2-3 years (2014-2016). Also referred to as hackerspaces, hack labs, and fab labs, these community-oriented spaces provide tools and resources for innovators to carry out their ideas. Makerspaces have quickly risen to the forefront in educational conversations, and many community organizations, schools, and institutions of higher education have created makerspaces in their facilities and campuses. Additionally, many are on the verge of developing a makerspace for their organization. While lists of equipment and supplies for makerspaces are readily available to those seeking to develop a makerspace, resources documenting the design of a makerspace, the philosophy that informed the design, or the programs implemented within a makerspace are considerably less plentiful. This special issue of makerspace design cases is intended to fill that void.  

scholarly journals Remote Learning, COVID-19, and Children With Disabilities

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110584
Author(s):  
Kate Henley Averett
Keyword(s):  
Public Education ◽  
Large Scale ◽  
Children With Disabilities ◽  
Interview Study ◽  
School Closures ◽  
Learning At Home ◽  
K 12 ◽  
Remote Learning ◽  
At Home

While the COVID-19 pandemic affected the education of nearly all schoolchildren worldwide, pandemic-related school closures did not affect all children in equal ways. Between March and August, 2020, I interviewed 31 parents of children with disabilities as part of a larger interview study of U.S. parents of children in grades K–12. In this article, I analyze these parents’ narratives about their families’ experiences of pandemic-related remote learning to identify the particular challenges children with disabilities and their families faced with remote learning. I find that most, but not all, families struggled with remote learning, both when children’s specific needs while learning at home differed from their needs at school, and when schools failed to provide adequate accommodations and services remotely. These narratives demonstrate how children with disabilities are particularly vulnerable to the type of large-scale systemic shock to U.S. public education that the pandemic has presented.

A Systematic Analysis of Transition Coursework Required for Special Education Licensure

2017 ◽  
Vol 41 (1) ◽  
pp. 16-26 ◽  
Author(s):  
Kendra L. Williams-Diehm ◽  
Dawn A. Rowe ◽  
Margaret C. Johnson ◽  
Jean Francois Guilmeus
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Teacher Quality ◽  
National Council ◽  
Institutions Of Higher Education ◽  
Systematic Analysis ◽  
Knowledge And Skills ◽  
Transition Programming ◽  
World Report ◽  
Licensure Programs

The field of secondary special education and transition has long advocated for quality training at the preservice level. However, transition-focused coursework is not required for all special education licensure programs. Licensure programs requiring this coursework do not cover all transition-related knowledge and skills needed for teachers to implement effective planning and instruction. This article details results from an analysis of syllabi of transition coursework required for licensure sampled from institutions of higher education (i.e., named in 2015 U.S. News & World Report, 2014 National Council on Teacher Quality report). Results found 35% of universities sampled required a transition course for initial special education licensure. Courses identified covered roughly 85% of the subdomains identified in the Taxonomy for Transition Programming 2.0.

Striving for Equity in Pandemic Times

2021 ◽  
pp. 199-223
Author(s):  
Linsay DeMartino ◽  
S. Gavin Weiser
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Educational Leaders ◽  
Crisis Leadership ◽  
Institutions Of Higher Education ◽  
Communication Support ◽  
Educational Administrators ◽  
K 12 ◽  
The Impact

This chapter considers the impact the COVID-19 pandemic has had on the reality of educational administrators in U.S.-based institutions of education. Looking closely at 17 educational administrators from both K-12 systems and institutions of higher education, the authors come to a more comprehensive understanding of crisis leadership and its impact on equitable educational practices – both for students as well as for the administrators themselves. This chapter is based on a larger project the authors undertook to explore through narratives and photography the experiences of administrators during the global COVID-19 pandemic that began in early 2020. This chapter illustrates the ways that communication, support, and equitable solutions for the learning community are and are not well articulated by leaders. The authors close out this chapter with recommendations for educational leaders during times of crisis as well as for potential follow-up research.

Special Education for Regular Teachers: Evaluation of a Competency-Based Program

1985 ◽  
Vol 60 (1) ◽  
pp. 175-178
Author(s):  
L. David Weller ◽  
C. Thomas Holmes
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Secondary Teachers ◽  
Institutions Of Higher Education ◽  
Exceptional Students ◽  
Competency Based ◽  
Regular Teachers

49 principals and 73 teachers responded to a survey of 39 institutions of higher education. Significant differences were noted in 6 of 9 competencies needed by secondary teachers in adapting regular curricula for exceptional students. Using this information workshops were developed and attended by 59 secondary teachers and 30 administrators. Significant differences in attitudes were noted but cognitive gains were similar whether workshops were personnel-assisted or not.

scholarly journals Contradições no/do cotidiano escolar: professores e alunos com deficiência diante do ensino na diversidade

Horizontes ◽  
2015 ◽  
Vol 33 (2) ◽  
Author(s):  
Ana Paula de Freitas ◽  
Maria Inês Bacellar Monteiro ◽  
Evani Andreatta Amaral Camargo
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Intellectual Disabilities ◽  
Students With Disabilities ◽  
Human Development ◽  
Historical Perspective ◽  
Institutions Of Higher Education ◽  
School Life ◽  
Teachers And Students ◽  
Construction Of Disability

ResumoA partir do referencial teórico histórico-cultural do desenvolvimento humano e de conceitos bakhtinianos de interação dialógica e do ato responsável, temos como objetivos neste texto compreender como professores de alunos com deficiência intelectual têm se posicionado diante do ensino na diversidade, que concepções sobre deficiência orientam seu fazer docente e como avaliam seu trabalho com estes alunos. Para responder a tais questões, analisamos encontros entre professores do Ensino Fundamental II e pesquisadores vinculados a instituições de ensino superior, em um processo de reuniões colaborativas. Foram trazidos recortes dessas falas docentes, construídos em dois episódios. Como resultados, compreendemos que os educadores têm conhecimento do que lhes cabe ensinar, no entanto, revelam o conflito em que vivem, trazendo as marcas de uma construção social da deficiência. Avaliamos que os encontros na perspectiva colaborativa podem possibilitar reflexões que permitam aos professores pensar sobre suas ações pedagógicas no ensino da diversidade.Palavras-chave: Diversidade. Perspectiva Histórico-Cultural. Educação Especial. Deficiência Intelectual.Cotidiano Escolar.Contradictions in/from school life: teachers and students with disabilities in face of diversity teachingAbstractBased on the cultural historical theory of human development and on Bakhtinian concepts of dialogicinteraction and responsible act, it is our aim to understand how teachers of students with intellectual disabilities see education in diversity, what conceptions of disability guide their teaching and how they evaluate their work with these students. To answer these questions, we analyzed meetings between Secondary Schoolteachers and researchers linked to institutions of higher education in a process of collaborative meetings. We herein present clippings of the teachers’ speeches, built in two episodes. As a result, we understand that educators are aware of what they must teach, however, they reveal the conflict in which they live, bringing the marks of asocial construction of disability. We conclude that meetings in a collaborative perspective can produce reflections that allow teachers to think about their educational actions in the teaching of diversity.Keywords: Diversity. Cultural Historical Perspective. Special Education. Intellectual Disabilities. School life.

Sign in / Sign up

Export Citation Format

Share Document