Teacher Education and Special Education最新文献

{"title":"[Current status and prospect of virtual reality technique's application in wound repair].","authors":"H C Li, J H Li, X Lu, Xuan He","doi":"10.3760/cma.j.cn501120-20210805-00270","DOIUrl":"10.3760/cma.j.cn501120-20210805-00270","url":null,"abstract":"<p><p>As a new technology of drug-free treatment, virtual reality technique has been used in various medical fields, and is being increasingly applied in the field of wound repair. Virtual reality technology can alleviate the pain caused by acute and chronic wounds, relieve the psychological anxiety of patients with wounds, and then facilitate the recovery of patients. This paper reviews the research progress of virtual reality technique's application as a clinical adjuvant therapy in wound repair in three aspects: pain treatment, psychological treatment, and functional rehabilitation, analyzes the advantages and disadvantages of this technique, and discusses the prospects of its further application in the field of wound repair.</p>","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"486-490"},"PeriodicalIF":1.9,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11705284/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79321230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Special Education Teachers’ Preservice Experience With Inclusive Postsecondary Education Programs: Impact on Professional Practices and Dispositions for Secondary Transition Professionals","authors":"A. Plotner, K. Marshall, Rebecca B. Smith-Hill","doi":"10.1177/08884064221091580","DOIUrl":"https://doi.org/10.1177/08884064221091580","url":null,"abstract":"Highly qualified and well-prepared transition professionals are arguably the most important piece to improve postsecondary outcomes for youth with diverse needs. A dearth of dynamic field placements for preservice teachers to connect coursework to practice has been identified as a gap in teacher training. This need could be potentially filled by facilitating opportunities for preservice teachers to work in an inclusive postsecondary education program for college students with disabilities as these programs become more prevalent across the country. Researchers used a mixed-methods sequential design to examine the perceptions of graduates from a special education program regarding their experience in working with an inclusive postsecondary education program (IPSE) while completing their coursework. Researchers found that all survey respondents indicated working within an IPSE had an important impact on their current professional lives working with individuals with disabilities. Specifically, four major themes emerged from interviews regarding practices and philosophy shifts. Furthermore, findings showed that building rapport with students, advocating for students and facilitating inclusive outcomes had an impact on them as professionals. Reported changes in overall beliefs before and after working with the IPSE were also found. These findings are discussed and implications are provided.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"46 1","pages":"89 - 107"},"PeriodicalIF":2.9,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47545670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Graph Manipulation and the Impact on Pre-Service Teachers’ Accuracy in Evaluating Progress Monitoring Data","authors":"Emily M. Kuntz, Cynthia Massey, Corey Peltier, Mary A Barczak, H. Crowson","doi":"10.1177/08884064221086991","DOIUrl":"https://doi.org/10.1177/08884064221086991","url":null,"abstract":"Through time-series graphs, teachers often evaluate progress monitoring data to make both low- and high-stakes decisions for students. The construction of these graphs—specifically, the presence of an aimline and the data points per x- to y-axis ratio (DPPXYR)—may impact decisions teachers make. The purpose of this study was to evaluate the impact of graph construction manipulations on pre-service teachers’ accuracy with instructional decision-making. Participants included 94 pre-service teachers enrolled in an introductory course focused on students with disabilities at two universities. Following instruction on progress monitoring, students evaluated 48 graphs representing eight data sets with six manipulations (i.e., with and without aimline; DPPXYR set at 0.05, 0.10, 0.15). Results suggest that the presence of an aimline increased accuracy, whereas the manipulation of the DPPXYR led to mixed findings. Implications for future research and practice are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"46 1","pages":"65 - 82"},"PeriodicalIF":2.9,"publicationDate":"2022-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45365004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exosomes from adipose-derived stem cells regulate M1/M2 macrophage phenotypic polarization to promote bone healing via miR-451a/MIF.","authors":"Rui Li, Dize Li, Huanan Wang, Kaiwen Chen, Si Wang, Jie Xu, Ping Ji","doi":"10.1186/s13287-022-02823-1","DOIUrl":"10.1186/s13287-022-02823-1","url":null,"abstract":"<p><strong>Objectives: </strong>Bone defects caused by diseases and trauma are usually accompanied by inflammation, and the implantation of biomaterials as a common repair method has also been found to cause inflammatory reactions, which affect bone metabolism and new bone formation. This study investigated whether exosomes from adipose-derived stem cells (ADSC-Exos) plays an immunomodulatory role in traumatic bone defects and elucidated the underlying mechanisms.</p><p><strong>Methods: </strong>ADSC-Exos were loaded by a biomaterial named gelatine nanoparticles (GNPs), physical and chemical properties were analysed by zeta potential, surface topography and rheology. A rat model of skull defect was used for our in vivo studies, and micro-CT and histological staining were used to analyse histological changes in the bone defect area. RT-qPCR and western blotting were performed to verify that ADSC-Exos could regulate M1/M2 macrophage polarization. MicroRNA (miRNA) array analysis was conducted to determine the miRNA expression profiles of ADSC-Exos. After macrophages were treated with a miR-451a mimic, miR-451a inhibitor and ISO-1, the relative expression of genes and proteins was measured by RT-qPCR and western blotting.</p><p><strong>Results: </strong>In vivo, micro-CT and histological staining showed that exosome-loaded GNPs (GNP-Exos) hydrogel, with good biocompatibility and strong mechanical adaptability, exhibited immunomodulatory effect mainly by regulating macrophage immunity and promoting bone tissue healing. Immunofluorescence further indicated that ADSC-Exos reduced M1 marker (iNOS) expression and increased M2 marker (CD206) expression. Moreover, in vitro studies, western blotting and RT-qPCR showed that ADSC-Exos inhibited M1 macrophage marker expression and upregulated M2 macrophage marker expression. MiR-451a was enriched in ADSC-Exos and targeted macrophage migration inhibitory factor (MIF). Macrophages treated with the miR-451a mimic showed lower expression of M1 markers. In contrast, miR-451a inhibitor treatment upregulated the expression of M1 markers and downregulated the expression of M2 markers, while ISO-1 (a MIF inhibitor) treatment upregulated miR-451a expression and downregulated M1 macrophage marker expression.</p><p><strong>Conclusion: </strong>GNP-Exos can effectively regulate bone immune metabolism and further promote bone healing partly through immune regulation of miR-451a, which may provide a therapeutic direction for bone repair.</p>","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"31 1","pages":"149"},"PeriodicalIF":2.7,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8994256/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87632411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving Literacy for Students With Emotional and Behavioral Disorders: An Innovative Approach","authors":"Greg Benner, L. Strycker, J. Pennefather, J. Smith","doi":"10.1177/08884064221079813","DOIUrl":"https://doi.org/10.1177/08884064221079813","url":null,"abstract":"Most students with emotional and behavioral disorders (EBD) have significant reading difficulties, but educators have few in-service professional learning opportunities geared to reading instruction for these students. The Integrated Literacy Study Group was developed as an online professional development program to prepare elementary teachers to meet the literacy needs of students with or at risk of EBD. In this study, the authors use a within-subjects design to evaluate the feasibility of the 10-week digital program with 13 elementary teachers. From pretest to posttest, teachers made statistically and educationally significant gains in knowledge of evidence-based social and emotional learning and reading strategies for students with EBD, as well as significant improvements in general teacher self-efficacy, reading self-efficacy, and social and emotional self-efficacy. Pretest-to-posttest change in teacher burnout and classroom management was educationally significant, but statistically nonsignificant. Most teachers perceived the program content as relevant to their needs and those of their students.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"45 1","pages":"331 - 348"},"PeriodicalIF":2.9,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41433094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mathematics Questioning Practices of Pre-Service Special Education Teachers Providing Algebra Tutoring for Students With Learning Disabilities","authors":"Anna F. DeJarnette, Casey Hord","doi":"10.1177/08884064211073573","DOIUrl":"https://doi.org/10.1177/08884064211073573","url":null,"abstract":"Posing questions is a direct way for teachers to push students to verbalize justifications and make connections among ideas—a crucial component of giving students with learning disabilities access to high levels of mathematical reasoning—but this skill is difficult to learn. We recruited four pre-service special education teachers to provide 1-1 algebra tutoring to students with learning disabilities while receiving instruction related to posing mathematics questions and supporting students’ reasoning. The pre-service teachers increased their frequency of questions overall and of questions that probed students’ thinking or explored mathematical relationships. Students gave correct and complete responses to these more complex questions approximately half of the time; however, pre-service teachers most often reduced the complexity of their questions when students gave incomplete responses. The findings of this study illustrate the potential for pre-service special education teachers to develop questioning routines that engage students with learning disabilities in mathematical reasoning while scaffolding their progress toward new understanding.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"45 1","pages":"309 - 330"},"PeriodicalIF":2.9,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42922302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Working Conditions and Burnout of Special Educators of Students With EBD: Longitudinal Outcomes","authors":"Nelson C. Brunsting, Elizabeth F. Bettini, Marcia L. Rock, E. A. Common, D. J. Royer, K. Lane, Fei Xie, Aiai Chen, Fanyi Zeng","doi":"10.1177/08884064221076159","DOIUrl":"https://doi.org/10.1177/08884064221076159","url":null,"abstract":"Special education teacher (SET) burnout is a significant concern, especially for SETs serving students with emotional–behavioral disorders (EBD), as they tend to experience higher burnout than other teachers. Working conditions, especially social support, have the potential to ameliorate burnout, but prior research has not articulated the sources and types of social support that are most important. The authors conducted a longitudinal study, surveying 230 SETs serving students with EBD at three time points across one school year. Data revealed administrative support, adequacy of planning time, and autonomy in fall predicted emotional exhaustion and personal accomplishment in winter and spring. Associations between working conditions and burnout components were partially mediated by SETs’ perceptions of workload manageability. SET change in well-being due to COVID-19 during the early months of the pandemic was not associated with burnout. The authors discuss implications, limitations, and directions for future inquiry.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"46 1","pages":"44 - 64"},"PeriodicalIF":2.9,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45199188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher Qualification Typologies and Their Relationship With the Math Achievement of Adolescents At Risk for Math Difficulties: A Latent Class Analysis Study","authors":"Jonté A. Myers, Christopher Redding, Mary T. Brownell, Nicolas A. Gage, Walter L. Leite","doi":"10.1177/08884064211070572","DOIUrl":"https://doi.org/10.1177/08884064211070572","url":null,"abstract":"This latent class analysis study used a bias-adjusted three-step approach to empirically identify mutually exclusive clusters of teacher professional qualifications based on commonly studied indicators of teacher quality. We then examined the relationship between cluster membership and the mathematics gains of adolescents at risk for mathematics difficulties (MD), including students with disabilities and those without disabilities. We identified students at risk for MD as those performing at or below the 25th percentile on the state exam. We empirically identified eight qualitatively distinct and interpretable teacher qualification clusters. Based on value-added models, we found that teachers in Cluster 5 had lower average math learning gains than their peers in clusters with the most experienced and credentialed teachers. Cluster 5 included teachers who were novice and early-career, traditionally prepared math majors. We observed significant effects for the end or grade scores for the middle grades but not the algebra scores of high school students, suggesting teacher cluster membership effects varied by grade level. We discuss limitations and offer implications for research and policy.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"45 1","pages":"286 - 308"},"PeriodicalIF":2.9,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45517616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Framework for Preparing to Teach Students With Extensive Support Needs in the 21st Century","authors":"Andrea Ruppar, Jennifer A. Kurth, Sarah Bubash, Elissa Lockman Turner","doi":"10.1177/08884064211059853","DOIUrl":"https://doi.org/10.1177/08884064211059853","url":null,"abstract":"Special education teachers for students with extensive support needs often and unwittingly make misinformed decisions. These decisions are situated within systems, which fail to support expertise development in teaching this population, resulting in decisions influenced by media, commercially available curricula, and outdated assumptions about possible student outcomes. We propose a framework for making and evaluating decisions about teaching students with extensive support needs to support teacher education in this area. Based on 45 years of research and theory, we propose that teacher educators should prepare teachers to (a) know what to teach; (b) know how to teach; and (c) identify who teaches students with extensive support needs. We further suggest that teacher education and teacher decision-making for students with extensive support needs should be evaluated based on the following basic questions: (a) Is it inclusive? (b) Is it dignifying? (c) Is it student centered? and (d) Is it evidence-based? A rationale and recommendations for practice are provided.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"309 ","pages":"26 - 43"},"PeriodicalIF":2.9,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41272321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Intersectional Disruptor: A Special Educator of Color Living and Teaching in the Intersections","authors":"Molly Baustien Siuty, Alexis Atwood","doi":"10.1177/08884064211062872","DOIUrl":"https://doi.org/10.1177/08884064211062872","url":null,"abstract":"Scholars argue that teaching for disability and racial justice in education must be intersectional to jointly disrupt the marginalizing processes that occur at the nexus of ableism and racism. It has been suggested that special educators of color can play a key role in addressing inequity and disproportionality in special education. Yet, special educators of color are perpetually underrepresented in the workforce. At the same time, special education research remains overwhelmingly silent on the unique experiences and contributions of educators of color, particularly Black women. This qualitative case study employs DisCrit Classroom Ecology and Positioning Theory as a conceptual framework to explore how Sarah, a Black special educator, drew on her life histories to enact transformative teacher resistance. Implications will be offered for how special education teacher preparation programs can center the crucial role of Black educators in special education.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"45 1","pages":"61 - 76"},"PeriodicalIF":2.9,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46837595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}