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Rural K 8 Special Education Teachers Perceptions Of Their Positional Status As Special Education Teachers Who Co Teach With Regular Education Teachers
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Book Synopsis Rural K-8 Special Education Teachers' Perceptions of Their Positional Status as Special Education Teachers who Co-teach with Regular Education Teachers by : Kristy L. LaPorte
Download or read book Rural K-8 Special Education Teachers' Perceptions of Their Positional Status as Special Education Teachers who Co-teach with Regular Education Teachers written by Kristy L. LaPorte and published by . This book was released on 2009 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: This exploratory qualitative case study investigated rural K-8 special education teacher perceptions of their positional status as special education teachers who co-teach with their regular education peers. Four special education teachers participated in journal prompts, one-on-one interviews, and a focus group interview. The conceptual lens for this study was taken from Phyllis Jones' (2004) adaptation of Snow and Anderson's (2002) framework of social identity and embracement. Through this framework, two major themes emerged: special education teachers perceived their positional status as a co-teacher in a K-8 rural school as lower on the educational hierarchy than that of their regular education co-teachers and special education teachers perceived their positional status as a co-teacher in a K-8 rural school as being disconnected from their regular education peers. This study recommends that teachers should participate in professional development related to co-teaching prior to implementation of the co-taught model. They should continue to attend co-teaching in-service throughout the tenure of the team. Additionally, administrators should attend professional development in the areas of co-teaching and basic special education methodology. They should be well versed in special education mandates and offer continued support to the co-teachers by providing equal opportunities for both teachers to attend professional development, and in ensuring the equity of resources including providing each teacher with a desk, related materials, class lists, phone lists and report cards of all of the students in the co-taught classroom. Additionally, regular education teachers should attend professional development in the area of special education. They should be knowledgeable in accommodating and modifying curriculum and providing behavioral support for all students in the classroom. Moreover, regular education teachers should be able to assist in the writing of the Individual Education Plans, understand how to write goals and objectives and implement data to monitor individual student growth. Future research should focus on regular education teacher's perception of their expectations of the responsibilities of the students, both special education and regular education, within the co-taught classroom. A case study within a co-taught classroom conducted over an extended period of time would be beneficial in observing the relationship between the general education teacher and the students with special needs in comparison to the relationship between the general education teacher and the students without disabilities. Additionally, future quantitative research should investigate the relationship between administrative support and the co-teaching programming. These studies should examine if administrators who are certified in special education have a higher rate of special education teacher efficacy than those administrators without special education certifications as it was found in this study that administration plays a key role in successful outcomes of the co-taught model.
Book Synopsis Regular Education and Special Education by : Janet L. Trimmer
Download or read book Regular Education and Special Education written by Janet L. Trimmer and published by . This book was released on 2006 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to identify the perceptions of regular education teachers and special education teachers regarding both co-teaching in inclusion classes and the professional development opportunities considered important for effective co-teaching. Data were collected from 19 regular education teachers and 16 special education teachers in one school district through the use of surveys, open-ended questions, and observations of six co-teacher dyads. The results demonstrated that although regular education teachers and special education teachers were generally satisfied with the co-teaching experience, co-teaching guidelines and additional professional development opportunities would be beneficial.
Book Synopsis Regular and Special Education Teachers' Perceptions of Their Role in a Collaborative Teaching Model by : Kristen Philbrick
Download or read book Regular and Special Education Teachers' Perceptions of Their Role in a Collaborative Teaching Model written by Kristen Philbrick and published by . This book was released on 1995 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-teaching Inclusion Programs by : Dennis L. Carpenter
Download or read book An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-teaching Inclusion Programs written by Dennis L. Carpenter and published by . This book was released on 2009 with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this study was to explore the extent to which principals were utilizing Marzano's 21 Leadership Responsibilities that were correlated to increased student achievement to implement, maintain, and support the inclusion programs in their schools according to the perceptions of 81 general education and 66 special education teachers participating in co-teaching inclusion programs located in Georgia's First District Regional Education Service Agency (RESA) service area. The methodology for this quantitative research study utilized descriptive statistics and independent-samples t tests. The sample was obtained from general education and special education teachers' perceptions in 18 school districts in Georgia's First District RESA service area. Overall, general education teachers observed principal leadership to a greater extent for implementing, maintaining, and supporting inclusion than did special education teachers. Furthermore, significant differences were found between general education and special education teachers' perceptions for 14 of 21 (66%) of the dependent variables for implementing inclusion, 18 of 21 (86%) of the dependent variables for maintaining inclusion, and 18 of 21 (86%) of the dependent variables for supporting inclusion.
Book Synopsis Considering Race and Gender in the Classroom by : Daniele Annette Eiland
Download or read book Considering Race and Gender in the Classroom written by Daniele Annette Eiland and published by . This book was released on 2008 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Rural High School Special Education Teachers' Perceptions Related to Structured Work Experiences by : Abigail Lies
Download or read book Rural High School Special Education Teachers' Perceptions Related to Structured Work Experiences written by Abigail Lies and published by . This book was released on 2015 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: Though this is an exploratory study with a small sample, the findings point to several important areas for further consideration. Future research needs are presented.
Book Synopsis Special Education Pre-service Teachers' Perceptions of Cooperating Teachers' Co-teaching Relationships by : Christianna N. Vehlow
Download or read book Special Education Pre-service Teachers' Perceptions of Cooperating Teachers' Co-teaching Relationships written by Christianna N. Vehlow and published by . This book was released on 2020 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: During clinical experiences, in-service teachers provide models of instruction for pre-service teachers to learn. With the inclusion of students with special needs in general education settings, these models of instruction often include co-teaching. It is vital for pre-service teachers to see productive co-teaching models since co-teaching is a complex form of instruction differing greatly from traditional solo instruction. Currently there is a dearth of research in the fields of co-teaching and special education regarding the influence of perceived quality of co-teaching modeled in clinical experiences and the development of pre-service teacher attitudes and confidence toward co-teaching. This study sought to describe the co-teaching experiences special education pre-service teachers perceived as significant in developing their own co-teaching confidence and perceptions based on the perceived quality of co-teaching modeled by their cooperating teacher. In this multiple case study, I collected data from special education pre-service teachers regarding their experiences observing co-teaching in clinical placements using virtual interviews and online journals. I performed a thematic analysis of the data using deductive coding. I found participants' perceptions of quality co-teaching were similar to those in the literature, indicating the pre-service teachers in this study adequately evaluated the co-teaching relationships they observed. Furthermore, participant responses indicated that their perception of co-teaching relationship quality appeared to influence their interest and confidence in future co-teaching as in-service teachers. These findings should be considered in the creation of systematic co-teaching preparation in teacher education programs, specifically in the placement and support of pre-service teachers in co-taught classrooms during clinical experiences.
Book Synopsis General and Special Education Teacher Perceptions of Collaboration by : Jane Takanabe House
Download or read book General and Special Education Teacher Perceptions of Collaboration written by Jane Takanabe House and published by . This book was released on 1995 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Rural and Urban Special Education Teachers' Perceptions of Community and Professional Variables Influencing Job Retention by : Ellin M. Brimecombe
Download or read book Rural and Urban Special Education Teachers' Perceptions of Community and Professional Variables Influencing Job Retention written by Ellin M. Brimecombe and published by . This book was released on 1991 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Differences in Special Education Teachers' Perceptions of School Climate Before and After No Child Left Behind and IDEA by : Diane Lane
Download or read book Differences in Special Education Teachers' Perceptions of School Climate Before and After No Child Left Behind and IDEA written by Diane Lane and published by . This book was released on 2014 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to examine the extent to which special education teachers' perceptions have changed over time due to changes that have occurred in the delivery of services to exceptional students. This study was accomplished by examining secondary data obtained from the U.S. Department of Education, National Center for Education Statistics Schools and Staffing Survey (SASS) during the 1993--1994, 1999--2000, 2003--2004, and 2007--2008 school years. The National Center for Education Statistics (NCES) periodically collects, analyzes, and produces data related to education in the U.S. and other nations. Five thousand, two hundred, eighty-eight special educators at the elementary and secondary level in this country participated (n = 5,288). A 27-item survey was examined. The study was designed to answer two questions: (a) have special education teachers' perception of teacher influence (teacher control of the classroom and influence on school policies) changed pre and post NCLB and IDEA (2004); (b) have special education teachers' perceptions of normative cohesion (clear norms and cooperation among staff) changed pre and post NCLB and IDEA (2004). This study concluded that there is a difference in special education teachers' perceptions of teacher influence and normative cohesion pre and post NCLB and IDEA. The results indicated a decrease in teacher control of the classroom, influence over school policies, clear norms and cooperation among staff.-- Abstract.
Book Synopsis Special Education Teachers' Experiences and Perceptions of the Georgia Alternate Assessment by : Veronica V. Harris
Download or read book Special Education Teachers' Experiences and Perceptions of the Georgia Alternate Assessment written by Veronica V. Harris and published by . This book was released on 2014 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this study was to examine the experience of Georgia Teachers with administering the Georgia Alternate Assessment (GAA) to elementary students with significant cognitive disabilities and determine how those experiences informed their perception of the Georgia Alternate Assessment. The GAA was designed to assess students with significant cognitive disabilities on grade level standards. The goal of including students with significant cognitive disabilities in standardized testing and statewide accountability systems is to positively impact the curriculum and instruction, and the teaching and learning process for these students. Georgia's special education teachers experience the GAA from within and are in an insightful position to share their perspectives of whether the GAA is meeting this goal. Experiences and perceptions for this study were provided by Georgia teachers who had experienced administering the GAA to elementary students with significant cognitive disabilities. A grounded theory analysis revealed common experiences and perceptions among the participants. Findings from the participants revealed the participants experienced the administration of the GAA as a balancing act in which they had to balance often conflicting aspects of meeting state and federal guidelines and meeting the daily instructional needs of their students with significant cognitive disabilities. Continued analysis revealed that these participants perceived the GAA to be a meaningless tool for teaching and a meaningless measure of assessment for elementary students with significant cognitive disabilities. Finally, continued grounded theory analysis resulted in the emergence of a theory. The participants of this study found the GAA to be an ineffective tool for measuring the teaching and learning of elementary students with significant cognitive disabilities. While not completely abandoning grade level standards, these participants advocated that teaching and high stakes assessment of elementary students with significant cognitive disabilities be based on a curriculum that has a more pivotal impact on their quality of life outcomes. They advocated teaching and assessment of daily living and functional life skills.
Book Synopsis Regular and Special Education Teachers' Perceptions of the Regular Education Initiative by : Michelle Renee Black
Download or read book Regular and Special Education Teachers' Perceptions of the Regular Education Initiative written by Michelle Renee Black and published by . This book was released on 1992 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Perceptions Regarding Race and Gender on Disproportionality in the Special Education Referral Process by : Juliet R. Ashton
Download or read book Teacher Perceptions Regarding Race and Gender on Disproportionality in the Special Education Referral Process written by Juliet R. Ashton and published by . This book was released on 2021 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study explored teacher perceptions of disproportionality in special education referrals in relation to race and gender and teacher preparedness to make referrals to special education services. This study was conducted at three Pennsylvania school districts. Two districts were considered rural/suburban, while one district was identified as suburban. Participants were 36 elementary, middle, and high school general education teachers who responded to a researcher-designed electronic survey consisting of multiple-response, Likert scale, and open-ended questions. In addition, three respondents participated in individual interviews with the researcher. The findings of this study indicate that general education teachers have variable responses to how race, gender, and their own preparedness influence referrals of students to special education services. Data showed a need for training for both inservice and preservice teachers in bias in order to allow for an understanding of factors that can influence referral rates of students to special education services. Data also indicated a need for educating all professional instructional staff in disproportionality and whether or not it occurs within their district. Finally, findings revealed the need for teacher preparation and teacher inservice programs to have a heavier emphasis on training educators to work with students with disabilities.
Book Synopsis A Study of Teachers' Perceptions of Participating in Professional Learning Communities and the Relationships Between General and Special Education Teachers by : Susan Cornwell Robbins
Download or read book A Study of Teachers' Perceptions of Participating in Professional Learning Communities and the Relationships Between General and Special Education Teachers written by Susan Cornwell Robbins and published by . This book was released on 2013 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to explore perceptions of teachers who participated in professional learning communities, and the relationship of that participation to collaboration and co-teaching. Semi-structured interviews were employed to understand the perceptions of high school teachers who actively participated in PLCs with the goal of understanding how relationships developed in the course of that participation. The conceptual framework for the study combined three known models of school reform: professional learning communities, collaboration, and the co-teaching model of service delivery for students with disabilities. The sample of participants included special educators and general educators from four Title 1 high schools in a large Southeastern school district. Data were collected from each participant via pre-interview surveys and one-on-one private interviews. Coding of transcribed interviews was conducted by matching participants' comments and phrases to themes related to learning communities, collaboration, and co-teaching. Thematic matrices were constructed to identify associations between learning community elements and collaborative and co-teaching relationships. As a result of these analyses, six major themes were identified. These themes are discussed including their implications for future practice and research."--Abstract from author supplied metadata.
Author :United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Subcommittee on Education and Early Childhood Development Publisher : ISBN 13 : Total Pages :56 pages Book Rating :4.:/5 (327 download)
Book Synopsis Roundtable Discussion by : United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Subcommittee on Education and Early Childhood Development
Download or read book Roundtable Discussion written by United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Subcommittee on Education and Early Childhood Development and published by . This book was released on 2005 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Comparing the Perceptions of Inclusion Between General Education and Special Education Teachers by : Debra Bruster
Download or read book Comparing the Perceptions of Inclusion Between General Education and Special Education Teachers written by Debra Bruster and published by . This book was released on 2014 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: This causal-comparative, quantitative study compared the perceptions of inclusion of students with disabilities in the mainstream classroom that are held by high school general education teachers and high school special education teachers that teach in inclusive settings. The study determined there is a difference between the perceptions of inclusive education between teachers with different teaching assignments. Special education teachers were clearly more positive than general education teachers about the inclusion of students with disabilities, the influence of students with disabilities on the general education classroom and its students, and the management of behavior in the inclusive classroom. There was no difference in teacher self-efficacy between the two groups. The study involved teachers at six rural high schools located in Northeast Georgia. The Opinions Relative to the Integration of Students with Disabilities developed by Antonak and Larrivee (1995) was used to measure the perceptions of the participants. The results were analyzed with t-tests to identify differences in perceptions of the two groups.
Book Synopsis Policies, Principles, Practices that Impact Rural Special Education Teacher Retention by : Carly Retterath
Download or read book Policies, Principles, Practices that Impact Rural Special Education Teacher Retention written by Carly Retterath and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
