Exceptionality Education International最新文献_第8页

Four Secondary Teachers’ Perspectives on Enhancing the Inclusion of Exceptional Students 四位中学教师对提高优秀学生包容性的看法

Exceptionality Education International Pub Date : 2018-06-03 DOI: 10.5206/EEI.V28I1.7756

Kyle Robinson

引用次数: 0

Perceptions of the Use of Cued Speech in an Inclusive High School Context in Quebec 魁北克省包容性高中语境中暗示言语使用的认知

Exceptionality Education International Pub Date : 2018-06-03 DOI: 10.5206/eei.v28i1.7761

Audrey Dupont, Hélène Makdissi

引用次数: 1

Pre-service Educational Assistants’ Attitudes Toward Inclusion 职前教育助理对包容的态度

Exceptionality Education International Pub Date : 2018-06-03 DOI: 10.5206/eei.v28i1.7759

J. Freer

引用次数: 2

Portrayal of Adolescents with Autism Spectrum Disorders in Young Adult Literature 青少年文学中对自闭症谱系障碍青少年的描述

Exceptionality Education International Pub Date : 2018-06-03 DOI: 10.5206/EEI.V28I1.7758

R. Black, Courtney A. Tsumoto

引用次数: 2

The Measurement of Teacher’s Beliefs About Ability: Development of the Beliefs About Learning and Teaching Questionnaire 教师能力信念的测量:《教与学信念问卷》的编制

Exceptionality Education International Pub Date : 2018-01-01 DOI: 10.5206/eei.v28i3.7771

Christine V. Glenn

{"title":"The Measurement of Teacher’s Beliefs About Ability: Development of the Beliefs About Learning and Teaching Questionnaire","authors":"Christine V. Glenn","doi":"10.5206/eei.v28i3.7771","DOIUrl":"https://doi.org/10.5206/eei.v28i3.7771","url":null,"abstract":"The purpose of this article is to present the scale items, the statistical characteristics, and evidence of validity of the previously unpublished Beliefs about Learning and Teaching Questionnaire that examines elementary teachers’ epistemological beliefs and their beliefs about learning and teaching in inclusive classrooms. In this study, 186 teachers completed the questionnaire. Reliability analysis yielded a Cronbach’s alpha of .81. A factor analysis yielded four factors, including teachers’ beliefs about ability and their preferences for teacher-controlled and student-centred instruction. To examine the relationship between teachers’ beliefs about ability and their beliefs about disability and their responsibilities in working with students with disabilities, 36 teachers completed both the revised questionnaire and a semi-structured interview focused on beliefs and practices, the Pathognomonic-Interventionist Interview. The results suggest that teachers have varying beliefs about their roles and responsibilities in working with students with disabilities, and they provide evidence that these beliefs are related to their more widely held epistemological beliefs about ability. These range from a belief that ability is fixed and is unlikely to be influenced by learning and instruction, to a belief that ability is fluid and malleable, that it is increased by learning and therefore is responsive to instruction.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Predictors of Teacher Efficacy for Inclusive Practice in Pre-service Teachers 职前教师包容性实践中教师效能的预测因素

Exceptionality Education International Pub Date : 2018-01-01 DOI: 10.5206/eei.v28i3.7772

Jacqueline Specht, J. Metsala

{"title":"Predictors of Teacher Efficacy for Inclusive Practice in Pre-service Teachers","authors":"Jacqueline Specht, J. Metsala","doi":"10.5206/eei.v28i3.7772","DOIUrl":"https://doi.org/10.5206/eei.v28i3.7772","url":null,"abstract":"Teachers who show high teacher efficacy affect student achievement positively. Teaching is sometimes seen as an overwhelming profession because of classroom diversity and expectations placed on teachers. It is important to bring beginning teachers to the point at which they feel they are capable and will be more emotionally equipped to take on the stressors of the classroom. The current study focused on predicting pre-service teachers’ efficacy for inclusive practice from variables found to be important in the literature: gender, inclusion-related beliefs, and experiences with individuals with disabilities. Participants consisted of 1,026 students completing the in-faculty component of their pre-service program in 9 faculties of education across Canada. They completed the Teacher Efficacy for Inclusive Practice survey and the Beliefs about Learning and Teaching Questionnaire. All teacher candidates appeared to benefit from experience with people with disabilities. General findings indicated more positive inclusive beliefs for women than men and for pre-service teachers in elementary than in secondary programs. Important differences emerged, however, concerning which beliefs contributed to each area of teacher efficacy for secondary as compared to elementary programs. Results are discussed in terms of issues to consider in initial teacher education programs.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 16

Teacher Beliefs and Practices: Introduction to the Special Issue 教师信仰与实践:特刊导言

Exceptionality Education International Pub Date : 2018-01-01 DOI: 10.5206/eei.v28i3.7768

Anne Jordan

引用次数: 3

Teaching and Learning in Two iPad-Infused Classrooms: A Descriptive Case Study of a Dual Classroom, School-Based Pilot Project 两个ipad课堂中的教与学:双课堂校本试点项目的描述性案例研究

Exceptionality Education International Pub Date : 2017-11-07 DOI: 10.5206/eei.v27i2.7750

Kimberly Maich, C. Hall, Tricia van Rhijn, M. Henning

{"title":"Teaching and Learning in Two iPad-Infused Classrooms: A Descriptive Case Study of a Dual Classroom, School-Based Pilot Project","authors":"Kimberly Maich, C. Hall, Tricia van Rhijn, M. Henning","doi":"10.5206/eei.v27i2.7750","DOIUrl":"https://doi.org/10.5206/eei.v27i2.7750","url":null,"abstract":"This multi-methods, descriptive case study examines attitudes and practices of classroom-based iPad use. The site is one inner-city, urban, publicly funded school, focused on two iPad-infused classrooms (Grade 2/3 and Grade 4/5). Data were collected from 5 educators and 35 students to investigate two research questions: How are iPads being utilized in student instruction? How do educators and students perceive the value of using iPads in the classroom? For this study, we analyzed the transcript of a focus group with five educators, data from 10 days of structured student observations, and the results from 35 student questionnaires. Five themes emerged from the focus group; the strongest related to pedagogical practices. Data related to student perceptions indicated a positive attitude toward iPads. They enjoyed iPad use, were concerned about equity issues, had high self-ratings about related skills, felt they used it most often in Mathematics, and indicated various preferred applications. Overall, iPads were used in 31.7% of observed instructional time, 94.7% of which was facilitated by classroom teachers. Of this iPad- based instructional time, 72.5% was for individualized teaching, typically in language and/or mathematics instruction. Our analysis culminates in recommendations for school leadership such as teaching prerequisite skills and providing ongoing technological supports","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48406591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Social-Skill Interventions for Culturally and Linguistically Diverse Students with Disabilities: A Comprehensive Review. 对文化和语言不同的残疾学生的社会技能干预:一项综合综述。

Exceptionality Education International Pub Date : 2017-01-01 DOI: 10.5206/eei.v27i1.7747

Sunyoung Kim, Min-Chi Yan, Saili S. Kulkarni

{"title":"Social-Skill Interventions for Culturally and Linguistically Diverse Students with Disabilities: A Comprehensive Review.","authors":"Sunyoung Kim, Min-Chi Yan, Saili S. Kulkarni","doi":"10.5206/eei.v27i1.7747","DOIUrl":"https://doi.org/10.5206/eei.v27i1.7747","url":null,"abstract":"Teachers and researchers have considered social-skill interventions to be an essential component in the development and progress of students with disabilities. However, there is still relatively limited research on these interventions for individuals from culturally and linguistically diverse (CLD) backgrounds. This literature review was conducted to examine the effectiveness of social-skill interventions for CLD students with disabilities in school settings. Electronic database searches and a manual search were completed to identify studies published between 2000 and 2017 (February). Seven studies (n = 18 participants) were identified for inclusion in this review, and five types of social interventions were identified. Most participants were male, aged between 8 and 13 years old, were considered at risk for having developmental delay or had developmental delay, and were identified as African Americans. The majority of studies we reviewed utilized single-subject research designs and focused on social interactions as the goal for their individual interventions. Peer-mediated interventions and social story intervention were the most frequently used interventions. Findings suggest that, when exposed to the social-skill interventions, CLD children with disabilities improved their social behaviours and skills. Some children with disabilities maintained and generalized these behaviours across settings or playmates.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Core or Immersion? Canadian French-Second-Language Teacher Candidates' Perceptions and Experiences of the Best and Worst Program Options for Students with Learning Difficulties and for English Language Learners. 硬核还是沉浸式?加拿大法语第二语言教师候选人对学习困难学生和英语学习者的最佳和最差课程选择的看法和经验。

Exceptionality Education International Pub Date : 2017-01-01 DOI: 10.5206/eei.v27i1.7744

Katy Arnett, C. Mady

{"title":"Core or Immersion? Canadian French-Second-Language Teacher Candidates' Perceptions and Experiences of the Best and Worst Program Options for Students with Learning Difficulties and for English Language Learners.","authors":"Katy Arnett, C. Mady","doi":"10.5206/eei.v27i1.7744","DOIUrl":"https://doi.org/10.5206/eei.v27i1.7744","url":null,"abstract":"Responding to the needs of and/or including students with different need profiles has been an area of focus within Canadian French Second Language (FSL) education for many years. This study draws on quantitative data from two questionnaires (administered before and after Canadian teacher candidates in FSL education completed their practica) and on qualitative interview data from a volunteer sample of questionnaire participants. The purpose of the study was to explore how these participants viewed the best and worst FSL program options, among four choices, for students who had learning difficulties or who were English language learners, and to see the extent to which these views could be linked to their practicum experience. Though some participants did mention less common programs, most participants restricted their responses to the traditional FSL program dichotomy of core French and French immersion. We noted differences in the participants’ views according to the program of their student teaching practicum and according to the learning need under consideration. Implications for FSL teacher education and FSL education are discussed. In particular, we recommend providing research information to teacher candidates at the Bachelor of Education level in order to encourage teacher candidates to consider evidence as they move toward greater inclusion in FSL; given that these future teachers will need to support varying student needs in their career, this information should be included in their preparation. ISSN 1918-5227 Pages 1737","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12