Roma students' rights - Roma in the area of special education - aspects of special educators

2014 ◽  
Vol 5 (1) ◽  
pp. 59-67
Author(s):  
Maria Vlachadi ◽  
Arhodia Telaki
Keyword(s):  
Special Education ◽  
Special Educators

Thinking Vertically: Facilitating Transition for Students With Disabilities

2021 ◽  
pp. 104837132110344
Author(s):  
Ellary A. Draper
Keyword(s):  
High School ◽  
Special Education ◽  
Early Intervention ◽  
Best Practices ◽  
Music Education ◽  
Students With Disabilities ◽  
Education Program ◽  
Special Educators ◽  
Individualized Education Program ◽  
Special Education Transition

Within special education, transition is a required part of a student’s Individualized Education Program, specifically the transition from school to postsecondary life. Recently, special educators have begun to investigate best practices of transition at all levels—early intervention into school, elementary to middle school, and middle to high school. Yet in music education transition is not widely discussed for students with and without disabilities. This article includes an overview of best practices of transition in special education and provides ideas on how to implement these practices in music education to better facilitate transition between schools to postsecondary life for students with disabilities.

Especially for Special Educators

1976 ◽  
Vol 42 (5) ◽  
pp. 244-252 ◽  
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Education Research ◽  
Special Educators ◽  
Exceptional Children ◽  
Teacher Education Research

Thirty special educators, some of whom have worked in the field for over 50 years, were interviewed by telephone. Each was asked to identify milestone events and pioneers in special education and to describe the development and role of teacher education, research, and The Council for Exceptional Children over the years. Crucial issues and needs in the field today were identified by the group and their responses were synthesized into the first of a series of articles celebrating the Bicentennial.

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

2021 ◽  
pp. 088840642110589
Author(s):  
Hannah Morris Mathews
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
General Education ◽  
Special Educators ◽  
Professional Socialization ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
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.

A Bandwagon without Music: Preparing Rural Special Educators

1984 ◽  
Vol 50 (4) ◽  
pp. 334-342 ◽  
Author(s):  
Lawrence W. Marrs
Keyword(s):  
Special Education ◽  
Rural Areas ◽  
Special Educators ◽  
Rural America ◽  
Education Programs ◽  
Special Education Programs

The bandwagon has finally reached rural America. This article discusses important considerations for those who would board this bandwagon carrying baggage which includes preconceived ideas about using traditional special education programs to prepare special educators for rural areas. Competencies and curriculum elements which should be included in preservice programs are discussed.

Variables Affecting the Reintegration Rate of Students with Serious Emotional Disturbance

1994 ◽  
Vol 61 (3) ◽  
pp. 254-268 ◽  
Author(s):  
Elana Esterson Rock ◽  
Michael S. Rosenberg ◽  
Deborah T. Carran
Keyword(s):  
Special Education ◽  
Regression Analysis ◽  
Emotional Disturbance ◽  
Teacher Attitudes ◽  
Special Education Teachers ◽  
Educational Program ◽  
Special Educators ◽  
Demographic Characteristics ◽  
Serious Emotional Disturbance ◽  
K 12

This study examined educational program and teacher variables to identify factors that predict the reintegration of students with serious emotional disturbance (SED) into less restrictive placements. Data on program demographics, reintegration orientation, teacher reintegration training, and teacher attitudes toward reintegration were collected from 162 special education teachers and 31 administrators in restrictive placements for K-12 students with SED. This information was compared to the reintegration rates of students in those schools through the use of a hierarchical set regression analysis. Results indicated that reintegration orientation, demographic characteristics of restrictive SED programs, and particular experiences/training of special educators predict the reintegration of students with SED into less restrictive programs.

Lack of Focus on Special Education in Literature on Educational Reform

1987 ◽  
Vol 53 (4) ◽  
pp. 325-326 ◽  
Author(s):  
M. Stephen Lilly
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Educators ◽  
Compensatory Education ◽  
Special Education Services ◽  
Education Services ◽  
Nation At Risk ◽  
Current State ◽  
Education Community ◽  
Effective Integration

The lack of focus on special education in the Sizer, Boyer, and Goodlad reports, as well as Nation at Risk, is analyzed. It is posited that mere neglect might not account for this lack of attention and that current shortcomings of special education services might lead the authors of the reports to focus on improvement of general education opportunities for all students rather than increased compensatory education. In its current state, special education for the “mildly handicapped” might well be seen by these authors as part of the problem, rather than part of the solution. To remedy this situation, special educators must increasingly see themselves as members of the general education community and work toward more effective integration of special and general education.

Teacher Consultation: Present, Past, and Future

1981 ◽  
Vol 6 (2) ◽  
pp. 73-77 ◽  
Author(s):  
M. Stephen Lilly ◽  
Louise B. Givens-Ogle
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Special Educators ◽  
Historical Overview ◽  
Teacher Consultation

An analysis of forces which have brought about increased emphasis on teacher consultation by special educators is presented. Consultation is defined, and a historical overview of teacher consultation activities in special education is provided. Finally, future issues in consultation are delineated with particular emphasis on needs in the areas of research and teacher education.

Learning and Physical Environment the Necessity for Research and Research Design

1970 ◽  
Vol 37 (4) ◽  
pp. 261-268 ◽  
Author(s):  
William M. Cruickshank ◽  
Herbert C. Quay
Keyword(s):  
Special Education ◽  
Research Design ◽  
Physical Environment ◽  
Special Educators ◽  
Education Programs ◽  
Management Techniques ◽  
Special Education Programs

The growing concern about planning and providing effective physical facilities for special education programs is presented. Particular emphasis is focused on the inadequacy of decisions made by special educators and architects regarding the nature of the physical environment in the absence of empirically obtained evidence. Supporting the need for such research, some of the difficulties encountered—the isolation of variables, management techniques, and design—are discussed.

From Caring to Cared For

2019 ◽  
pp. 102-117
Author(s):  
Lindsey A. Chapman ◽  
Chelsea T. Morris
Keyword(s):  
Special Education ◽  
Teacher Retention ◽  
Students With Disabilities ◽  
School Leadership ◽  
Working Conditions ◽  
Special Education Teachers ◽  
Special Educators ◽  
Positive Outcomes ◽  
Marginalized Populations ◽  
Practical Application

Special educators dedicate their careers to caring for one of the most vulnerable and historically marginalized populations of students despite often working in environments that do little to reciprocate this care. Amidst an ever-changing education landscape, special education teachers are becoming increasingly stressed, experiencing burnout at alarming rates, and far too frequently leaving the field altogether. In this chapter, caring school leadership is examined in the context of special education. The authors seek to bridge a theoretical stance with practical application to the field. Three necessary conditions for caring are discussed and specific “transactions of care” are recommended. The chapter concludes by upholding the idea that ensuring special educators feel cared for by school leaders has the potential to mitigate issues of poor working conditions, teacher retention, and consequently, promote positive outcomes for students with disabilities.

What Do Employers Ask for in Advertisements for Special Education Positions?

2014 ◽  
Vol 38 (1) ◽  
pp. 51-62 ◽  
Author(s):  
Jennifer Stephenson ◽  
Mark Carter
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Educators ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Common Criteria ◽  
Special Education Needs ◽  
Job Advertisements ◽  
Education Needs ◽  
Formal Recognition

Although qualified special educators are more likely to provide effective teaching for students with disabilities and special education needs, it seems many teachers in special education and support positions are not qualified for this role. The study reported here provided analysis of 219 job advertisements for special education positions in order to ascertain what employers required of applicants for special education positions. Advertisements represented all states and sectors in Australia, although the sample does not fully reflect the relative numbers of schools in each state. Most positions were for class teachers or for teachers providing support within and across schools. Special education qualifications and experience in special education were not common criteria for employment. The concerns raised by this finding are addressed through suggestions for formal recognition for special educators and accreditation of teacher education programs preparing special educators.

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