Aligning Special Education Teacher Training With Reading Science: Challenges and Recommendations

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2022-10-29 DOI:10.1177/10534512221130072

E. Solari, Latisha Hayes, Alisha Demchak, Katie E. Wilburn

引用次数: 1

Abstract

This article discusses developing special education teacher candidates who have a solid knowledge of scientifically aligned reading practices. Challenges in preservice teacher education are presented, including alignment of course work and clinical experiences to the robust evidence base in reading science. Key questions and resources are presented to guide teacher education in developing evidence-based reading methods courses and clinical experiences.

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将特殊教育教师培训与阅读科学相结合：挑战与建议

本文讨论了培养具有科学阅读实践扎实知识的特殊教育教师候选人。提出了职前教师教育面临的挑战，包括将课程工作和临床经验与阅读科学的有力证据库相结合。提出了关键问题和资源，以指导教师教育开发循证阅读方法课程和临床经验。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.