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Preservice Special Education Teachers Beliefs About Effective Reading Instruction For Students With Mild Moderate Disabilities
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Book Synopsis Preservice Special Education Teachers' Beliefs about Effective Reading Instruction for Students with Mild/moderate Disabilities by : Nari Carter
Download or read book Preservice Special Education Teachers' Beliefs about Effective Reading Instruction for Students with Mild/moderate Disabilities written by Nari Carter and published by . This book was released on 2011 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: If teachers fail to implement effective practices, the long-term outlook for poor readers is dismal, particularly for students with disabilities. Considerable research indicates that students with disabilities need intense, explicit, skill-based instruction to acquire basic reading skills. Although some of the studies reviewed provide evidence that special education teachers believe that explicit, skill-based approaches are effective for teaching reading to students with disabilities, more research is needed to understand how special education teachers' beliefs influence their instructional practice.
Book Synopsis Pre-service Teachers' Beliefs about Teaching Reading to Students with and Without Specific Learning Disabilities by : Willa Drue Narkon
Download or read book Pre-service Teachers' Beliefs about Teaching Reading to Students with and Without Specific Learning Disabilities written by Willa Drue Narkon and published by . This book was released on 2007 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Developing Reading Instruction Observation Protocols for Special Education Teachers by : Laura Ann Moylan
Download or read book Developing Reading Instruction Observation Protocols for Special Education Teachers written by Laura Ann Moylan and published by . This book was released on 2021 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Considerable resources have been invested in identifying effective reading instruction methods for students with disabilities. Unfortunately, students are not routinely receiving instruction aligned with these practices, impacting their ability to reach their potential. To improve reading instruction, teachers need to receive observation feedback and evaluations reflecting instructional practices shown to be effective. One way to ensure teachers are provided with feedback consistent with evidence based reading instruction is to develop observation protocols aligned to these practices. This dissertation addresses this problem with three distinct, yet interconnected, articles detailing the development of reading instruction observation protocols designed to provide accurate teacher evaluations and feedback to improve reading instruction for students with disabilities. Each protocol is part of the larger Recognizing Effective Special Education Teachers (RESET) observation system. The first article explains the framework that was applied to develop both the observation system and an explicit instruction observation protocol. The second and third articles describe the development of a comprehension and a decoding instruction observation protocol. Development included a comprehensive review of literature and rigorous testing. Results indicate the explicit instruction, comprehension, and decoding instruction protocols will provide reliable evaluations of a teacher's ability to implement instruction consistent with practices most effective for students with disabilities. Implications for practice and further research are discussed."--Boise State University ScholarWorks.
Book Synopsis Teaching Students With High-Incidence Disabilities by : Mary Anne Prater
Download or read book Teaching Students With High-Incidence Disabilities written by Mary Anne Prater and published by SAGE Publications. This book was released on 2016-12-29 with total page 984 pages. Available in PDF, EPUB and Kindle. Book excerpt: To ensure that all students receive quality instruction, Teaching Students with High-Incidence Disabilities prepares preservice teachers to teach students with learning disabilities, emotional behavioral disorders, intellectual disabilities, attention deficit hyperactivity, and high functioning autism. It also serves as a reference for those who have already received formal preparation in how to teach special needs students. Focusing on research-based instructional strategies, Mary Anne Prater gives explicit instructions and includes models throughout in the form of scripted lesson plans. The book also has a broad emphasis on diversity, with a section in each chapter devoted to exploring how instructional strategies can be modified to accommodate diverse exceptional students. Real-world classrooms are brought into focus using teacher tips, embedded case studies, and technology spotlights to enhance student learning.
Book Synopsis The Pre-instructional and Reading Comprehension Strategies Special Education Teachers Use to Engage and Instruct Elementary Student Readers with ASD by : Murfet Amean Alnemr
Download or read book The Pre-instructional and Reading Comprehension Strategies Special Education Teachers Use to Engage and Instruct Elementary Student Readers with ASD written by Murfet Amean Alnemr and published by . This book was released on 2020 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: Lyon (1998) called reading "critical to a child’s overall well-being." Given the ubiquity of text in their lives today, reading skills can help students lead productive, meaningful lives. But what about elementary student readers with ASD? Senokossoff (2016) argued that "in addition to the social and emotional difficulties that children with ASD experience, many also struggle with reading comprehension." Research indicates that students with ASD can face deficits associated with self-regulation and sensory overload--associated with visual, hearing, and touch--and this can threaten learning and comprehension (Bogdashina, 2003). Thus, it could be argued that pre-instruction strategies focused on visual, hearing, and touch concepts may be used to prepare students for reading comprehension instruction and have a positive impact on aschievement for student readers with ASD. Founded on this consideration, this study sought to identify a connection between pre-instruction strategies and reading comprehension for students with ASD. A multiple case study approach was applied to this qualitative study. I used interviews and observations to collect data from four special education teacher participants in four different Midwest elementary schools. Interview transcriptions, field notes, and an observation checklist comprised the data to be analyzed. Interviews made of open-ended questions sought to uncover and understand the pre-instruction and reading comprehension strategies special education teachers used with the student readers with ASD. Questions focused on visual, hearing, and touch-based strategies, which I referred to as pre-instruction strategies, Computer-Based Interventions (CBI), and reading comprehension strategies. Observations were conducted in the classroom prior to and during reading instruction and guided by an observation checklist developed following teacher interviews. Observations were designed to link strategies discussed during interviews with those used during real time classroom instruction. Each observation sought to determine if special education teachers used pre-instruction strategies to prepare their students for reading comprehension instruction as well as to observe those strategies used for reading instruction. Analysis of the data led to findings which suggest that while special education teachers tend to believe in the benefits of and make pre-instruction strategies available to students with ASD in their classrooms, they do not apply these strategies in the preparation of reading comprehension instruction. Findings also shed light on the types of reading comprehension strategies teachers use in their classrooms, which are framed through the lens of the existing studies and the What Works Clearninghouse, as well as the ways teachers implemented reading strategies, often optimizing their efficacy through strategy combinations. My study revealed significant gaps in the literature and led to recommendations encouraging future studies which examine larger populations, possibly nationwide; those which include participants who work with and instruct student readers with ASD outside of the classroom, such as parents, librarians, and museum educators; studies which include more participatory observations over a longer period of time; studies which examine pre-instruction and reading comprehension instruction strategies for middle and high school readers with ASD; and how/if special education teachers collaborate with school occupational therapists to prepare students for reading instruction.
Book Synopsis Report of the National Reading Panel by : National Reading Panel (U.S.)
Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Including Students with Severe Disabilities by : Craig H. Kennedy
Download or read book Including Students with Severe Disabilities written by Craig H. Kennedy and published by Allyn & Bacon. This book was released on 2004 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written by a diverse group of educators, this textbook provides both cutting-edge descriptions of critical issues relating to curriculum and instruction of students with severe disabilities, and hands-on practical examples of inclusive education at various grade levels. This book presents information that is a generation ahead of previous textbooks written about teaching people with severe disabilities. Its organization and content allows the book to be used as a methods text and general resource on research-based best practices. Its focus is on how to effectively include students with severe disabilities into general education classrooms and beyond. Topics discussed include: Collaboration Family-centered practices Access to the general education curriculum Working with paraprofessionals Cultivating social relationships Systematic instruction Positive behavior supports, communication Sensory/motor skills. Examples of how to infuse these areas of effective teaching into real world contexts are provided in chapters written by experts on preschool, elementary school, middle school, high school, and transition services.
Book Synopsis Improving Reading Achievement Through Professional Development by : Dorothy S. Strickland
Download or read book Improving Reading Achievement Through Professional Development written by Dorothy S. Strickland and published by . This book was released on 2004 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handbook of Leadership and Administration for Special Education by : Jean B. Crockett
Download or read book Handbook of Leadership and Administration for Special Education written by Jean B. Crockett and published by Routledge. This book was released on 2018-07-03 with total page 636 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Leadership and Administration for Special Education brings together research informing practice in leading special education from preschool through transition into postsecondary settings. The second edition of this comprehensive handbook has been fully updated to provide coverage of disability policy, historical roots, policy and legal perspectives, as well as effective, collaborative, and instructional leadership practices that support the administration of special education. It can be used as a reference volume for scholars, administrators, practitioners, and policy makers, as well as a textbook for graduate courses related to the administration of special education.
Book Synopsis Teacher Beliefs and Practices as They Relate to Reading Instruction and Student Achievement by : Michelle Mastrini-McAteer
Download or read book Teacher Beliefs and Practices as They Relate to Reading Instruction and Student Achievement written by Michelle Mastrini-McAteer and published by . This book was released on 1997 with total page 648 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis International Handbook of Research on Teachers' Beliefs by : Helenrose Fives
Download or read book International Handbook of Research on Teachers' Beliefs written by Helenrose Fives and published by Routledge. This book was released on 2014-08-21 with total page 515 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher beliefs play a fundamental role in the education landscape. Nevertheless, most educational researchers only allude to teacher beliefs as part of a study on other subjects. This book fills a necessary gap by identifying the importance of research on teacher beliefs and providing a comprehensive overview of the topic. It provides novices and experts alike a single volume with which to understand a complex research landscape. Including a review of the historical foundations of the field, this book identifies current research trends, and summarizes the current knowledge base regarding teachers’ specific beliefs about content, instruction, students, and learning. For its innumerable applications within the field, this handbook is a necessity for anyone interested in educational research.
Book Synopsis Teaching Students with Severe Disabilities by : David L. Westling
Download or read book Teaching Students with Severe Disabilities written by David L. Westling and published by Prentice Hall. This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This updated edition of Teaching Students with Severe Disabilities, is written in a way that makes the most complex findings of research understandable and usable in the real educational world. Drawing on their own experiences, the authors bring a level of currency and reality to the book that is unparalleled. This book offers comprehensive coverage of all of the issues that are pertinent to teaching students with severe disabilities. The authors clearly and completely address both methodology and curriculum, presenting topics in the order in which a teacher would approach them: prior considerations, planning and assessment, general instructional procedures, and, finally, procedures targeted to learners with specific disabling conditions. In addition, they pay thoughtful attention to assessment, the role of paraprofessionals, and multicultural concerns.
Download or read book Resources in Education written by and published by . This book was released on 1994-07 with total page 824 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Academic Instruction for Students With Moderate and Severe Intellectual Disabilities in Inclusive Classrooms by : June E. Downing
Download or read book Academic Instruction for Students With Moderate and Severe Intellectual Disabilities in Inclusive Classrooms written by June E. Downing and published by Corwin Press. This book was released on 2010-03-09 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: Packed with instructional strategies for students with significant disabilities, this research-based resource helps teachers adapt their curriculum, work collaboratively, develop accurate assessments, track student progress, and more.
Book Synopsis High-leverage Practices in Special Education by : Council for Exceptional Children
Download or read book High-leverage Practices in Special Education written by Council for Exceptional Children and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education teachers, as a significant segment of the teaching profession, came into their own with the passage of Public Law 94-142, the Education for All Handicapped Children Act, in 1975. Since then, although the number of special education teachers has grown substantially it has not kept pace with the demand for their services and expertise. The roles and practice of special education teachers have continuously evolved as the complexity of struggling learners unfolded, along with the quest for how best to serve and improve outcomes for this diverse group of students. High-Leverage Practices in Special Education defines the activities that all special educators needed to be able to use in their classrooms, from Day One. HLPs are organized around four aspects of practice collaboration, assessment, social/emotional/behavioral practices, and instruction because special education teachers enact practices in these areas in integrated and reciprocal ways. The HLP Writing Team is a collaborative effort of the Council for Exceptional Children, its Teacher Education Division, and the CEEDAR Center; its members include practitioners, scholars, researchers, teacher preparation faculty, and education advocates--Amazon.com
Book Synopsis Educating College Students with Autism Spectrum Disorders by : Dianne Berkell Zager
Download or read book Educating College Students with Autism Spectrum Disorders written by Dianne Berkell Zager and published by Routledge. This book was released on 2013 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: Similar to a handbook in its comprehensive description of the theory and research supporting current practices in the treatment of autism spectrum disorders, this interdisciplinary text shows how the existing knowledge base can be used to explore promising new possibilities related to the field's many unanswered questions.
Book Synopsis Interventions for Students with Learning Disabilities by : H. Lee Swanson
Download or read book Interventions for Students with Learning Disabilities written by H. Lee Swanson and published by Guilford Press. This book was released on 1999-04-23 with total page 730 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first comprehensive quantitative analysis of intervention research in the learning disabilities field, this volume synthesizes the results of 272 scientifically credible group and single-subject studies in an effort to identify what works best for learning disabled children. The book examines pertinent findings on all academic, cognitive, and behavioral domains. Intervention outcomes are evaluated across instructional domains, sample characteristics, intervention parameters, methodological procedures, and article characteristics. Addressing such questions as the merits of inclusion settings and the relative benefits of direct and strategy instruction, Swanson offers timely recommendations for instructional design, assessment, and policy.
