scholarly journals Preservice Teachers’ Perceptions of Students with Learning Disabilities: Using Mixed Methods to Examine Effectiveness of Special Education Coursework

2016 ◽  
Author(s):  
Renée Greenfield ◽  
Megan Mackey ◽  
Gretchen Nelson
Keyword(s):  
Preservice Teachers ◽  
Learning Disabilities ◽  
General Education ◽  
Teacher Educators ◽  
Methods Course ◽  
Students With Learning Disabilities ◽  
Teachers Perceptions ◽  
Assigned Reading ◽  
Based Instruction ◽  
K 12

As the number of K-12 students with learning disabilities educated in general education classrooms grow, it is essential to examine the preparation and perceptions of pre-service teachers (N=15) who will educate students with learning disabilities. Within the context of an undergraduate learning disabilities method course, this study examined how pre-service teachers perceived students with learning disabilities as well as the effectiveness of particular course experiences, including fieldwork with students with learning disabilities, video vignettes, lesson planning, assigned reading, and center-based instruction, in shifting perceptions. Using a convergent, mixed method design, teacher educators at a university in the northeast used surveys, journals, and focus groups to examine pre-service teachers’ perceptions over time. Both quantitative and qualitative data indicate perceptions shifted positively in response to the methods course. Reflections and suggestions for other teacher educators are offered.

Assistive Technology for Teacher Education

2010 ◽  
pp. 325-338
Author(s):  
Marcie M. Belfi ◽  
Kristen E. Jones
Keyword(s):  
Preservice Teachers ◽  
Learning Disabilities ◽  
Assistive Technology ◽  
Teacher Educators ◽  
Linguistically Diverse ◽  
Family Context ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Students With Learning Disabilities ◽  
K 12

The purpose of this chapter is to provide teacher educators with current research related to assistive technology (AT) in K-12 schools. The first two sections present findings from the literature, first related to providing AT to culturally and linguistically diverse populations within a family context, and secondly to helping students with learning disabilities use AT for writing. Implications for practice are discussed. This chapter concludes with an overview of a curriculum model for training preservice teachers to become familiar with AT across the lifespan, choose appropriate AT for their students, and be able to practically use AT in the classroom.

Observations of Students with Learning Disabilities in General Education Classrooms

1993 ◽  
Vol 60 (3) ◽  
pp. 249-261 ◽  
Author(s):  
Ruth McIntosh ◽  
Sharon Vaughn ◽  
Jeanne Shay Schumm ◽  
Diane Haager ◽  
Okhee Lee
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Classroom Climate ◽  
General Education Teachers ◽  
Student Behaviors ◽  
Students With Learning Disabilities ◽  
Classroom Activities ◽  
Teacher Observations ◽  
Climate Scale ◽  
K 12

This study examined 60 general education teachers' classrooms, K-12, that included students with learning disabilities. The study examined how general education teachers' behaviors toward mainstreamed students with learning disabilities compared with their behavior toward students without disabilities, and the interactions between students, and between students and teacher. Observations using the Classroom Climate Scale indicated that few teacher behaviors and classroom practices were different for the two groups of students. However, differences were found in student behaviors. Overall, students with learning disabilities interacted with the teacher, other students, and classroom activities at much lower rates than did other students.

Preservice Teachers’ Introduction to Computing

2016 ◽  
Vol 54 (7) ◽  
pp. 997-1021 ◽  
Author(s):  
Ibrahim Cetin
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Attitude Scale ◽  
Visual Programming ◽  
Academic Community ◽  
Second Phase ◽  
Semistructured Interview ◽  
Based Instruction ◽  
K 12 ◽  
Introductory Computing

Computational thinking has been gaining new impetus in the academic community and in K-12 level education. Scratch is a visual programming environment that can be utilized to teach and learn introductory computing concepts. There are some studies investigating the effectiveness of Scratch for K-12 level education. However, studies that have been conducted at the collegiate level, especially in the context of preservice computing teacher education, are very rare. The present study aimed to investigate the effect of Scratch-based instruction on preservice teachers’ understanding of basic programming concepts and their attitudes toward programming. In the present study, a mixed method design was utilized. In the first phase of the study, the data were collected using an achievement test, a practice test, and a computer programming attitude scale. In the second phase of the study, data were collected through a semistructured interview. The results of the study indicated that preservice teachers in Scratch-based instruction had significantly better understanding of basic computing concepts. Qualitative data indicated that Scratch-based instruction was useful in constructing a more meaningful learning environment for preservice teachers. The results of this study have implications for researchers and preservice computing teacher educators when designing an introductory computing course.

scholarly journals Preservice Teachers’ Perceptions of Using iPads with Students with Learning Disabilities

2017 ◽  
Author(s):  
Daljit Kaur
Keyword(s):  
Preservice Teachers ◽  
Learning Disabilities ◽  
Teaching Experience ◽  
Teaching Mathematics ◽  
Instructional Tool ◽  
Students With Learning Disabilities ◽  
Teachers Perceptions

Preservice teachers reflected on their experiences teaching mathematics to ten students using iPads. The students had learning disabilities and were tutored over 5 consecutive weeks. Teachers reflected weekly for 5 weeks then responded to an online open-ended survey regarding their overall teaching experience. Findings suggest that the experience allowed preservice teachers to gain helpful insight, knowledge, and ideas on how to use iPads as an instructional tool.

Schema-Based Instruction for Mathematical Word Problem Solving: An Evidence-Based Review for Students With Learning Disabilities

2019 ◽  
Vol 43 (2) ◽  
pp. 75-87 ◽  
Author(s):  
Sara Cothren Cook ◽  
Lauren W. Collins ◽  
Lisa L. Morin ◽  
Paul J. Riccomini
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Single Case ◽  
Evidence Base ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Based Instruction ◽  
K 12

The purpose of this review is to determine the evidence base classification of schema-based instruction (SBI) as an intervention to improve word problem-solving outcomes in mathematics for students with learning or mathematics disabilities in Grades K–12. Using the Council for Exceptional Children’s quality indicators (QIs) and standards, we reviewed both single-case and group design studies to classify the evidence of SBI. Results of this review indicate that SBI is a potentially evidence-based practice (EBP) for students with learning disabilities. Implications and directions for research and practice are presented.

New Teachers’ Perceptions on Being Prepared to Teach Students With Learning Disabilities: Insights From California

2019 ◽  
Vol 52 (5) ◽  
pp. 383-398 ◽  
Author(s):  
Michael A. Gottfried ◽  
Ethan L. Hutt ◽  
J. Jacob Kirksey
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Teacher Candidates ◽  
Research University ◽  
Teaching Profession ◽  
Teacher Education Programs ◽  
Students With Learning Disabilities ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
General Education Teacher

Including students with learning disabilities (SWLDs) in general education classrooms is a priority nationwide. Consequently, now more than ever before in our nation’s history, university teacher education programs face increased responsibility to ensure general education teaching candidates receive adequate preparation to educate SWLDs. Many stakeholders believe that edTPA—a performance assessment used as a credential requirement—can be an important tool in helping to fulfill this goal. Utilizing survey data from a large, research university, the authors investigated how perceptions of preparation programs, including edTPA, related to general education teacher candidates’ perceptions of their preparation for educating SWLDs. Candidates reported feeling more prepared for disability policies if they believed their program was cohesive in its goals and expectations. Candidates who rated edTPA as beneficial for entering the teaching profession also believed that edTPA improved their abilities to educate SWLDs.

Students With Learning Disabilities in Inquiry-Based Science Classrooms: A Cross-Case Analysis

2017 ◽  
Vol 41 (3) ◽  
pp. 131-143 ◽  
Author(s):  
Allison L. McGrath ◽  
Marie Tejero Hughes
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
General Education ◽  
Case Analysis ◽  
Students With Learning Disabilities ◽  
Science Classrooms ◽  
Students With Ld ◽  
Based Instruction ◽  
Cross Case Analysis ◽  
Education Science

Students with learning disabilities (LD) often receive instruction in general education science classrooms. However, little is known about the academic success of students with LD in this setting. As inquiry-based science instruction has become more prominent, research focusing on student learning is needed to explore how such instruction meets students’ needs. To address this, a cross-case analysis was conducted. It included six middle school students, each with LD, from a Midwestern city. Each student was enrolled in a general education science class that used inquiry-based instruction. Data sources included student and educator interviews, classroom observations, and student portfolios. Results indicated that most of the students with LD had difficulty acquiring science process knowledge and that students relied on peer supports to facilitate their learning. Findings extend the research on science instruction for students with LD in middle school classrooms using inquiry-based instruction.

Implementing Asynchronous Instructional Materials for Students With Learning Disabilities

2021 ◽  
pp. 105345122110018
Author(s):  
Matthew L. Love ◽  
Kathy B. Ewoldt
Keyword(s):  
Learning Disabilities ◽  
Instructional Materials ◽  
Academic Standards ◽  
Asynchronous Learning ◽  
Student Needs ◽  
Students With Learning Disabilities ◽  
Learning Materials ◽  
Instructional Environments ◽  
Students With Ld ◽  
K 12

Online learning continues to be an increasingly popular option in K–12 and postsecondary settings As this trend continues, it is important that the developers of online instructional environments and materials proactively consider the needs of all students. This includes determining how special education and specially designed instruction can be provided in online environments. For students with learning disabilities (LD), a systematic process for determining whether available learning materials address academic standards and specific student needs is key. To support practitioner lesson planning, this column provides guidance for aligning asynchronous learning materials to academic standards and the needs of students with LD. Guidance for supplementing and augmenting available materials is also provided.

Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics

2021 ◽  
pp. 088840642199237
Author(s):  
Emily C. Bouck ◽  
Phil Sands ◽  
Holly Long ◽  
Aman Yadav
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Computer Science ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Computational Thinking ◽  
Lesson Plans ◽  
Methods Course ◽  
Mathematics Methods ◽  
K 12

Increasingly in K–12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for students with disabilities is through preparing special education teachers to do so. In this study, researchers explore exposing special education preservice teachers to the ideas of CT/CS in the context of a mathematics methods course for students with disabilities or those at risk of disability. Through analyzing lesson plans and reflections from 31 preservice special education teachers, the researchers learned that overall emerging promise exists with regard to the limited exposure of preservice special education teachers to CT/CS in mathematics. Specifically, preservice teachers demonstrated the ability to include CT/CS in math lesson plans and showed understanding of how CT/CS might enhance instruction with students with disabilities via reflections on these lessons. The researchers, however, also found a need for increased experiences and opportunities for preservice special education teachers with CT/CS to more positively impact access for students with disabilities.

Instructional Practices to Boost Tier 1 Content Area Instruction for Students with Disabilities: A Closer Look at PACT

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Elizabeth Swanson ◽  
Alexis Boucher
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Instructional Practices ◽  
Content Knowledge ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Reading Support ◽  
Eighth Grade Students ◽  
Content Area Instruction ◽  
Based Instruction

For students with learning disabilities, providing text-based instruction in general education content area classes can provide students with additional reading support while simultaneously boosting their content knowledge. This article will outline a set of instructional practices delivered in social studies classes that has been shown to improve performance of eighth grade students with disabilities on measures of content knowledge, vocabulary, and content reading comprehension. Each instructional practice will be described in detail with a timeline of step-by-step procedures and accompanying language that demonstrates how the intervention may unfold in the classroom setting.

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