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Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children最新文献

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Contrasting Educator and Black Student Perspectives of the Special Education Placement Process: A DisCrit Counter-Narrative Analysis 教育工作者和黑人学生对特殊教育安置过程的观点对比：DisCrit 反叙述分析
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children Pub Date : 2024-06-11 DOI: 10.1177/08884064241255219
Tya Collins
{"title":"Contrasting Educator and Black Student Perspectives of the Special Education Placement Process: A DisCrit Counter-Narrative Analysis","authors":"Tya Collins","doi":"10.1177/08884064241255219","DOIUrl":"https://doi.org/10.1177/08884064241255219","url":null,"abstract":"This critical qualitative inquiry employed a Disability Critical Race Studies Counter-Narrative framework (DCCN) to explore the contrast between educator and Black student understandings of the special education placement process and their implications. Interviews with 21 members of school personnel and 20 Black students between the ages of 14 and 18 were cross-referenced to narratively reconstruct the special education placement process in Quebec, Canada. Analysis of the results reveals a striking gap between educator and student understandings of the process, which can be linked to adverse student experiences. Subsequently, implications for enhancing educators’ knowledge of diverse learners and professional practices are discussed.","PeriodicalId":517171,"journal":{"name":"Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children","volume":"31 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141355606","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: 0
Preparing Special Educators and School Principals in Special Education Law: An Undervalued Area of Professional Training? 为特殊教育工作者和校长做好特殊教育法律方面的准备：被低估的专业培训领域？
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children Pub Date : 2024-04-23 DOI: 10.1177/08884064241234635
E. Casale, Alysia F. Green, Samantha E. Goldman, Meghan M. Burke, R. Hodapp
{"title":"Preparing Special Educators and School Principals in Special Education Law: An Undervalued Area of Professional Training?","authors":"E. Casale, Alysia F. Green, Samantha E. Goldman, Meghan M. Burke, R. Hodapp","doi":"10.1177/08884064241234635","DOIUrl":"https://doi.org/10.1177/08884064241234635","url":null,"abstract":"Although special education legal knowledge is central to educating students with disabilities, how two critical school professionals—special educators and school principals—garner such knowledge is unclear. This study identified gaps in the professional training for special educators and school principals by examining professional standards and common textbooks. After identifying 32 special education legal concepts, we used content analysis to determine the extent to which each concept was mentioned in professional standards and preservice textbooks (five in special education, six in principal preparation, and four in school law). Compared with special education textbooks (in which 68%–84% of special education legal concepts were mentioned), preservice principals received less information on special education law in their general textbooks (3%–13% of concepts mentioned), although gaps narrowed when examining school law textbooks (63%–81%). Special education and school law texts consistently included concepts related to the six pillars of the Individuals with Disabilities Education Improvement Act (IDEA), as well as more specific concepts, such as discipline/behavior and related services. Rarely mentioned concepts were extended school year, resolution meetings, and compensatory services. We discuss training, research, and policy implications.","PeriodicalId":517171,"journal":{"name":"Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children","volume":"140 49","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140668543","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: 0
Paraprofessional to Teacher: Attracting and Preparing Special Educators for a Critical Shortage 从辅助专业人员到教师：吸引和培养特殊教育人才，解决特殊教育人才严重短缺的问题
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children Pub Date : 2024-03-27 DOI: 10.1177/08884064241238450
Keri C. Fogle, Daisy J. Pua, Beth Wilt
{"title":"Paraprofessional to Teacher: Attracting and Preparing Special Educators for a Critical Shortage","authors":"Keri C. Fogle, Daisy J. Pua, Beth Wilt","doi":"10.1177/08884064241238450","DOIUrl":"https://doi.org/10.1177/08884064241238450","url":null,"abstract":"As the teacher shortage continues to sweep the country, Grow Your Own (GYO) programs designed to attract and prepare more individuals into the teaching ranks are gaining national attention, particularly those targeting special education. Assisting paraprofessionals who work with students with disabilities has long been considered as one strategy among the array of ideas to grow more teachers and retain them. The solution includes GYOs that provide paraprofessionals with tuition support to earn their degrees and teaching certificates. Yet, little is known about outcomes of programs that fund paraprofessionals to become teachers. The state of Florida funded GYO program has compiled outcome data on more than 200 paraprofessionals who received tuition support to obtain their degrees. Data support the notion that when provided with financial assistance, paraprofessionals do earn their degrees and apply for teaching certification. Retention data also indicate that they remain certified at commendable levels.","PeriodicalId":517171,"journal":{"name":"Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children","volume":"32 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140375523","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: 0
Special Education Teachers’ Preservice Experiences With Mixed-Reality Simulation: A Systematic Review 特殊教育教师的混合现实模拟职前体验：系统回顾
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children Pub Date : 2024-02-09 DOI: 10.1177/08884064231226255
Logan W. Qualls, Alex Carlson, Samantha N. Scott, Joanne E. M. Cunningham, S. Hirsch
{"title":"Special Education Teachers’ Preservice Experiences With Mixed-Reality Simulation: A Systematic Review","authors":"Logan W. Qualls, Alex Carlson, Samantha N. Scott, Joanne E. M. Cunningham, S. Hirsch","doi":"10.1177/08884064231226255","DOIUrl":"https://doi.org/10.1177/08884064231226255","url":null,"abstract":"Mixed-reality simulation is a technology-based tool used to augment preservice teacher education in special education; as such, researchers have conducted several studies to assess mixed-reality simulation for its effectiveness and efficacy. Though these researchers have concluded that mixed-reality simulation can be an effective tool, there is limited information regarding a synthesis of the study characteristics (e.g., participants’ demographic information, amount of time, skills taught using simulation, and participants’ perceptions). Understanding these components is critical to the continued success and growth of using mixed-reality simulation in special education coursework. We identified and synthesized eight mixed-reality simulation studies with a total of 256 participants from 2005 to 2021. Together, the eight studies suggest that mixed-reality simulation is a valuable practice-based experience for preservice special educators. Implications for practice and future research are discussed.","PeriodicalId":517171,"journal":{"name":"Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children","volume":"44 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139895254","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: 0
A Qualitative Synthesis of Research on Professional Learning for Multi-Tiered Systems of Support 多层支持系统专业学习研究定性综述
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children Pub Date : 2024-02-05 DOI: 10.1177/08884064231226254
Jose M. Castillo, Jennifer R. Wolgemuth, M. McKenna, Rachael Hite, Joseph D. Latimer
{"title":"A Qualitative Synthesis of Research on Professional Learning for Multi-Tiered Systems of Support","authors":"Jose M. Castillo, Jennifer R. Wolgemuth, M. McKenna, Rachael Hite, Joseph D. Latimer","doi":"10.1177/08884064231226254","DOIUrl":"https://doi.org/10.1177/08884064231226254","url":null,"abstract":"Researchers and practitioners continue to call for professional learning (PL) for multi-tiered systems of support (MTSS) to promote implementation with fidelity. Different PL interventions and MTSS frameworks raise questions about what types of PL support educators to engage in key practices. Questions also remain regarding educators’ perspectives and experiences with PL for MTSS and factors that facilitate or hinder educators’ learning. In this paper, we report findings from a qualitative research synthesis on PL for MTSS in the United States. We found 46 studies that explored educators’ perspectives and experiences with PL. Findings illuminated educators’ positive experiences with ongoing, job-embedded PL, particularly PL communities and coaching. Studies also illustrated the importance of collaboration and trust within learning communities as well as leaders who empower and trust educators. We discuss the implications of these findings in K–12 school settings.","PeriodicalId":517171,"journal":{"name":"Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children","volume":"57 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139896294","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: 0
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