Incorporating English Language Learner Instruction Within Special Education Teacher Preparation

Integrating or infusing topics across a teacher preparation program is often seen as being desirable. This article describes an evaluation process that was used to assess the degree to which all core courses in an initial teacher preparation program integrated special education, technology, and issues of cultural diversity into a general education curriculum. The participatory utilization-focused evaluation process is described in detail. This process allowed the faculty to become more focused and purposeful about their work, safely examine their instructional content and practices, clarify the program across multiple sections of courses, and use the evaluation as a springboard for conversations about program foundations and philosophical debates.

Professional development schools (PDSs) have become an important component of preservice teacher preparation. Researchers investigating the effect of the PDS model on the principal stakeholders (preservice teachers, classroom teachers, students, and university faculty) have reported many positive effects. The role of the PDS in special education teacher preparation, however, appears to be less well defined. This article focuses on PDS participation of special education teacher preparation programs and addresses the apparent reluctance to embrace the PDS model.

Special education involves creating an individualized education program that is specifically designed to meet the unique needs of a student with an identified eligible disability. The special education program may include instructional interventions, social–emotional interventions, vocational or functional training, and supports or related services. Core principles of special education are outlined in the Individuals with Disabilities Education Act, which forms the legal basis for special education in the United States. Researchers have identified a number of interventions that are especially effective with students with disabilities, and experts recommend that these high‐leverage practices form the foundation for special education teacher preparation and classroom programs. Additional practices such as tiered supports, universal design for learning, and differentiated instruction support all learners, but are especially beneficial for those receiving special education services.

This study examined considerations for delivering online instruction and related services to students with disabilities. The purpose of the study was to uncover teachers’ reflections about their experiences with online learning for students with disabilities as a response to COVID-19. We used an online open-ended survey to collect reflections from practicing teachers, who were graduates of a special education program at a university in Florida. Our findings highlighted challenges and unanticipated benefits of online service delivery. We discussed how administrators should streamline instructional-delivery platforms and procedures for teachers, students, and families. We recommended ensuring that Individualized Education Planning (IEP) teams consider priorities for future pandemics and natural disasters. Keywords: Online learning, special education teachers, students with disabilities, COVID-19, administrators.

The purpose of this study was to provide evidence-based information about future special education teachers’ perceptions of their preparation for using assistive technology (AT), and the field status with respect to the use of AT. Content analysis was conducted in order to analyze the data from 15 semi-structured interviews and a focus group consisting of 8 participants. The results indicate that overall, the participants were dissatisfied with their preparation programs and the field status regarding the use of AT. Furthermore, the participants reported barriers and ethical considerations regarding the use of AT. Implications and recommendations are provided both for the research community and for decision-makers for special education teacher preparation programs and in the field.

After more than 20 years of a critical shortage in special education teachers, this mid-Atlantic state expedited program development for undergraduate-level teacher preparation programs. To meet the accelerated timeline, one programat a large public university used its graduate-level coursework as a model for the undergraduate level program. After initial implementation, it was clear that revisions were necessary. In this article, we provide a description of the program revision activities conducted, including (a) building a representative advisory board, (b) conducting a needs assessment, (c) developing a coherent curriculum map, (d) creating an action plan and implementing reforms, and (e) reviewing ongoing activities for continuous improvement. Implications are described, including how special education teacher preparation programs can use the CEEDAR Center Roadmap to Educator Preparation Reform to guide data-based program revisions, conduct a Q-Sort Activity as a systematic way to identify program priorities, and engage in program review activities, ultimately to better prepare special educators and reduce the teacher shortage.

Increasingly, children and youth with HIV/AIDS develop characteristics that will require special education and related services. Subsequently, special education teacher preparation programs, in order to remain current, must respond to this new need. The purpose of this study is to examine current textbooks typically used in introductory courses for teachers preparing to work with students with disabilities, and determine the quantitative extent of HIV/AIDS content. Eleven textbooks were reviewed for inclusion of any of five HIV/AIDS content categories. The five categories comprised Individualized Education Plans (IEP) and program planning; skills for relating to children with HIV/AIDS; the prevention and transmission of HIV/AIDS; drug abuse prevention; and prevalence and background information about HIV/AIDS. Only three of 11 texts addressed all categories. Implications for exceptional student teacher preparation about HIV/AIDS are discussed.

The paper contributes to the existing literature in assessing the quality of the Special Education Teacher Preparation Program in light of the standards of the Council for the Accreditation of Teacher Education (CAEP).The study sample consisted of (48) faculty members, of whom (28) were males and (20) females, and the questionnaire was used to collect data. the results showed that the degree of evaluating the quality of the special education teacher preparation program in the universities of the northern governorates in Jordan in the light of the standards of the Accreditation Council for Teacher Education (CAEP) was medium, and the results showed that there were statistically significant differences according to the gender variable in favor of females. And the academic rank in favor of the lower ranks, The study recommended the need to review the experiences of other countries in the field of preparing programs for special education teachers according to other international standards and evaluate them according to the latest developments in this field.

Changing legal requirements, economic demands, accountability, and student demographics focus the need for reform among personnel preparation programs. Although redesign efforts in general and special education teacher preparation programs have increased, little evidence from research describes enhancement initiatives. In this article, the authors report the findings of an investigation of contextual variables related to reforming teacher preparation as reported by project personnel at Institutions of Higher Education (IHEs) who were awarded 325T priority grants by the Office of Special Education Programs (OSEP) during a 5-year period. This study employed a sequential mixed-methods design, which included (a) the administration of a survey to all project directors and (b) interviews with a purposive sample of project directors. From the analysis, results and future implications are included.

Special education teachers have students in their classrooms with a variety of needs, and it is their responsibility to meet these needs for all students. Research shows special education teachers oftentimes enter the field with limited knowledge and skills to serve students with complex communication needs. The lack of background in augmentative and alternative communication practices is detrimental, as communication skills are fundamental for students’ independence. To better understand the needs of special education teachers, a survey was conducted to identify recommendations from the experts, U.S. in-service special education teachers, to incoming educators on augmentative and alternative practices. Results show that certain participant demographics impacted the recommendations offered to incoming special education teachers. Practical implications for incoming special education teachers, school administrators, and teacher preparation programs are discussed, along with suggestion for future research directions.

The purpose of this study was to address the question as to how teacher preparation programs can modify their curriculum to include authentic experiences with the integration of technology that will support the teaching and learning practices of special education teacher candidates. Additionally, this study investigated whether the inclusion of authentic assignments would facilitate the transfer of skills and knowledge of teacher candidates to teaching practices and reduce the disconnect between what strategies are used in special education teacher preparation programs and those strategies that special education teachers are using in the classroom.

Teacher reflection has been promoted as a necessary tool for educators to sustain responsive instructional practices. A variety of approaches for integrating inquiry into teaching and reflection in practice emerged from extensive and intensive efforts to reform teacher preparation programs. Based on those conceptualizations, a three-level model of reflection for preservice students was developed and is described. The scaffold levels include technical reflection involving a critique of lesson development and delivery, a deliberative level involving interactive journal writing and video-based analysis, and critical reflection involving topical discussion during seminars. Specific examples and discussion guides are presented, and recommendations for special education teacher preparation programs are offered.

The role of any teacher education program in the field of special education has been to prepare its graduates to become successful classroom teachers. Teacher education programs have constantly searched for the best available practices to educate future teachers. Historically, textbooks have been the predominant form of information dissemination within the university culture. The use of textbooks, bound by structure and limited by content, has narrowed the knowledge base that teacher education graduates bring to their role as practitioners. The purpose of this paper is to promote the increased use of literature in preservice special education teacher preparation programs to better prepare educators to serve individual learners with special education needs.

Enhancing quality: Listening to participant voices to improve our Master's program in special education

This study examined the practices of universities and colleges throughout the United States with regard to the inclusion of family issues courses in their teacher preparation programs. Data were collected from 101 institutions offering graduate/undergraduate/associate degree and/or certification programs and specialization in both early childhood and mildlmoderate areas of disability. The manner in which family issues were incorporated into the programs of study, the time involved, and the extent to which the CEC Common Core of knowledge and skills was emphasized were of primary interest. Results indicated that most early childhood programs required one or more separate courses in family issues; however, most mild/moderate ones integrated this content within the general special education curriculum, spending approximately 1 to 2 hours per semester in related discussion. The need to train teachers in effective communication/consultation skills, to foster constructive relationships, and to engage in responsive collaboration with parents on planning educational programs received highest priority in the reported programs. Cultural and environmental influences on learner characteristics, knowledge of family diversity and dynamics relative to developing instruction, and involvement of family in assessment and as members of the educational team reflected the lowest levels of concern by the participants in the study.