Special Education Course Research Articles

Технологии подготовки руководителей детских хоровых коллективов

This article describes the psychological and pedagogical features of managing a children choir, professional appearance of the head of the children choir, special musical relationship and psycho-pedagogical disciplines in professional training of the head of the vocal group, lists the methods of the development of musical and psycho-pedagogical competencies of future choirmaster. The subject of the study is the professional training of the leaders of vocal groups. The methodological basis of the study was: system-activity approach to the analysis of personality and activity (L.S. Vygotsky, S.L. Rubinstein, A.N. Leontiev, B.G. Ananyev, B.F. Lomov); a systematic approach to the study of personality and the subject of professional development (B.M. Teplov, K.A. Abulkhanova-Slavskaya, etc.); an activity-based approach to obtaining musical knowledge (E.B. Abdullin, Yu.B. Aliev, O.A. Apraksina, G.M. Tsypin); psychological concepts of labor activity, professionalism, professional success of domestic scientists (E.A. Klimov, A.K. Markova, T.A. Zhalagina, B.A. Dushkov, etc.). The process of training the leader of a children choir includes the interaction of special musical and psychological-pedagogical education courses.

A Study on the Revitalization of Dementia Management Policy in the Community: Focusing on the Treatment and Care of Dementia Patients

본 연구는 초고령화 현상을 극복하고 이에 따른 치매노인문제에 대한 실효성 높은 대책을 강구하기 위한 목적으로 연구되었다. 본 연구는 치매관리정책의 문제점으로 치매환자가족 상담비용의 비현실성, 치매거점병원의 부족, 치매진료지침의 표준화와 같은 가이드라인의 부족, 치매 관련 종사자에 대한 전문교육과정의 부족, 치매전담형 요양시설의 부족, 치매 관련 요양 및 간호통합형 재가 서비스 부족, 치매환자에 대한 생애 말기 포괄적 지원체계의 부재 등을 제시하였다. 이러한 문제점을 해결하고 치매관리정책의 전달체계 기능 정립 및 활성화 방안은 다음과 같다. 첫째, 국가치매관리 컨트롤타워 기능을 강화해야 한다. 둘째, 교육 및 프로그램 인증시스템 구축이 요구된다. 셋째, 치매 관련 정책 조정 및 지원 기능의 강화이다. 넷째, 국가치매관리 정책 및 사업에 대한 체계적 평가기능의 강화가 필요하다. 다섯째, 교육 및 프로그램 인증시스템 구축이 요구된다. 여섯째, 치매전문교육통합관리가 마련되어야 한다. 일곱째, 치매환자 캐어플랜모델이 수립되어야 한다. 여덟째, 치매 관련 의료와 서비스의 통합적 연계 가이드라인이 개발되어야 한다.The purpose of this study was to overcome the super-aging phenomenon and to devise effective measures for the elderly with dementia. This study suggested the unrealistic cost of counseling for families with dementia, the lack of hospitals with dementia, the lack of guidance lines such as the standardization of dementia care guidelines, the lack of specialized education courses for dementia-related workers, the lack of dementia-related nursing care and integrated nursing care services, and the absence of a comprehensive support system for dementia patients. Measures to address these problems and establish and promote the delivery system of dementia management policies are as follows. First, the function of the National Dementia Management Control Tower should be strengthened. Second, it is required to establish an education and program certification system. Third, it is the adjustment of dementia-related policies and strengthening of support functions. Fourth, it is necessary to strengthen the systematic evaluation function of national dementia management policies and projects. Fifth, it is required to establish an education and program certification system. Sixth, integrated management of dementia education should be prepared. Seventh, a care plan model for dementia patients should be established. Eighth, an integrated link between dementia-related health care and services should be developed.

Food Safety Knowledge and Hygienic Practices among Different Groups of Restaurants in Muscat, Oman.

Food safety is vital to human beings as well as to the food industry. Therefore, knowledge and hygiene practice of food safety among food handlers are particularly important. Evaluation of food safety knowledge and hygienic practices among 18 restaurants in three different regions (i.e., districts) in the Governorate of Muscat was performed. In order to determine the quality level of restaurants, grouping (i.e., Region 1, Region 2, and Region 3; e.g., Group I, Group II, and Group III) was adopted from the regulations and assigned by the municipality based on the number of complaints against the restaurants. A questionnaire was designed to assess the knowledge of hygiene, food poisoning, food handling, cooking, and local regulations/rules of the food handlers in selected restaurants. The food handlers in the Region 1 restaurants showed significantly higher (p < 0.05) overall knowledge (58.6%) in food safety as compared to Region 2 (52.1%) and Region 3 (53.2%). Overall knowledge of food handlers in Group I restaurants was significantly higher (p < 0.05) (64.4%) as compared to Group II (53.1%) and Group III (48.1%). The hygiene practices in Group I restaurants were significantly higher (p < 0.05) than those in Groups II and III. A small but significant inverse association (r2 = −0.38) between total knowledge scores and hygiene practices was found. In conclusion, higher knowledge in the field is associated with better hygiene practices, and these are more likely to prevent food poisoning originating from restaurants. We recommend implementing specialized education courses and workshops for the food handlers as a requirement before embarking on service to decrease the risks of foodborne diseases.

Using behavioral skills training with preservice teachers in the university classroom

AbstractPreservice and novice teachers often identify behavior management as an area of weakness that they attribute to a lack of sufficient instruction during their teacher preparation. Behavioral skills training (BST) is an evidence‐based teaching methodology based on the principles of applied behavior analysis used to teach new skills. This study investigated the use of BST in the university setting to teach undergraduate preservice teachers enrolled in a field‐based special education course to implement a token economy during small group instruction with children. A single‐case research design was used to assess the effectiveness of using BST by evaluating accuracy of implementation before and after BST. Results showed BST was an effective teaching procedure and social validity measures collected from the preservice teachers indicated BST was acceptable to all participants. Limitations and needs for future research are discussed.

SERVICE LEARNING MAHASISWA GURU SEBAGAI BENTUK PENGABDIAN KEPADA MASYARAKAT di YAYASAN SOSIAL EDUKATIF TANGERANG

Sebagai sebuah lembaga pendidikan tinggi, dalam mencapai visi misinya ada bagian penting yang harus dilaksanakan , yaitu Tri Dharma Perguruan Tinggi. Kesuksesan sebuah perguruan tinggi salah satunya dapat dilihat dari pelaksanaan Tri Dharma tersebut. Dalam melaksanakannya, khususnya pilar pengabdian kepada masyarakat, dapat dicapai dengan berbagai metode, salah satunya adalah dengan metode service learning. Mahasiswa guru di UPH melakukan service learning untuk mata kuliah pendidikan luar biasa (PLB) di Yayasan Sosial dan Edukasi di Tangerang, dalam bentuk program layanan belajar yang ditujukan kepada anak anak berkebutuhan khusus. Evaluasi program dilakukan menggunakan metode survei untuk mengetahui apakah mata kuliah pendidikan luar biasa membantu dan dapat diterapkan ketika mahasiswa melakukan pengabdian masyarakat dalam bentuk aktifitas layanan belajar bagi anak berkebutuhan khusus.Tujuan kedua, memberikan masukan kepada yayasan dengan tujuan peningkatan kualitas layanan mahasiswa. Hasilnya, mata kuliah PLB membantu mahasiswa guru dalam melayani anak-anak, terutama dalam hal : mengidentifikasi jenis kebutuhan khusus, cara berinteraksi dan menerapkan strategi mengajar yang tepat, untuk setiap anak yang berbeda kebutuhannya. Masukan untuk yayasan, mahasiswa guru dilibatkan dalam perencanaan program serta ada pertemuan dan perkenalan dengan orangtua dan anak berkebutuhan khusus di awal semester sehingga dapat lebih memaksimalkan pelayananan mahasiswa guru terhadap anak berkebutuhan khusus di Yayasan Sosial Edukasi. &#x0D;

Effects of a Special Art Education Course on Attitudes toward Omani Learners with Special Needs

Visual arts are activities that contribute to educating learners with and without special needs. These activities provide an opportunity for learners with special needs (LSN) to freely express their feelings, conflicts, psychological problems, and their artistic creativity. Visual arts are considered as a source of satisfaction, development of the feeling of achievement, and happiness, and a means of activating thinking and learning. In the professional context, art therapy is one of the therapeutic interventions in special education programs. The aim of this research was to explore effects of a Special Art Education (SAE) Course on attitudes toward Omani LSN. Participants of 19 undergraduate students of Art Education Department (AED), Sultan Qaboos University (SQU) were involved in this research. Participants responded to the scale of attitudes towards the LSN before and after studying the SAE course. The scale consisted of 30 items distributed into three domains related to course instructor, course topics, and course teaching methods. The results indicated that these domains contributed to improving participants' attitudes. This improvement was demonstrated by the size effects of the SAE course on participants' attitudes toward Omani LSN.

"특수교육학 개론 수업을 통한 예비유아교사의 통합교육에 대한 인식과 태도, 교사 효능감 변화"

본 연구는 특수교육학 개론 수업을 통한 예비유아교사의 통합교육에 대한 인식과 태도, 효능감의 변화와 변인들 간의 관계를 알아보는 데 목적이 있다. 이를 위해 K대학의 특수교육학 개론 교과목 수강생 34명을 대상으로 통합교육에 대한 인식, 태도, 교사 효능감 검사를 실시하여 사전-사후 검사의 차이를 검증하고, 변인들 간의 관계를 분석하였다. 연구결과는 다음과 같다. 첫째, 특수교육학개론 교과목 수강을 통해 예비유아교사의 통합교육에 대한 인식, 태도, 교사 효능감이 향상되었다. 둘째, 예비유아교사의 통합교육에 대한 인식과 교사 효능감 간에 정적 상관관계가 나타났다. 본 연구의 결과들은 특수교육학 개론 수업을 통해 예비유아교사들의 통합교육에 대한 인식과 태도, 교사 효능감을 긍정적으로 변화시킬 수 있음을 보여준다.

예비교사의 특수교육학개론 과목 이수 관련 국내 학술지 연구동향 분석

예비교사의 특수교육학개론 과목 이수 관련 국내 학술지 연구동향 분석

The Impact of Interaction with Adults with Disabilities on Preservice General Education Students’ Attitudes towards Disability and Inclusion

ABSTRACT The purpose of this study was to investigate how the interaction project (i.e., Peer Lunch Club Project) influenced preservice general education students’ attitudes towards disability and inclusion. Students enrolled in an introductory special education course were provided opportunities to socially interact with adults with disabilities. A total of 25 students who gave their voluntary consent to take part in this study completed a pre- and post- activity assessment and wrote a reflection on their experiences about interacting with adults with disabilities at the end of the project. Data were analysed through both quantitative and qualitative methods. The statistical analysis of a paired samples t-test showed significant changes in students’ attitudes towards disability, and the qualitative results from their reflections showed how their attitudes towards disability and inclusion had changed after interacting with adults with disabilities. In general, they felt more comfortable with future prospects involving interactions with individuals with disabilities and that these experiences could be applied to their teaching career wherein it can improve their relationships with students with disabilities. Overall, the project could be considered as a successful social interaction project and experience for preservice general education students.

Critical Self-Reflection as Disruption: A Black Feminist Self-Study

As the PK-12 student population grows more diverse, the teaching population steadfastly continues to be white middle-class women (NCES, 2016). Critical teacher educators understand the importance of preparing pre-service teachers to become culturally responsive and sustaining (CR/S) practitioners by engaging in culturally relevant education (CRE). Critical teacher educators, particularly those of color from historically marginalized groups, can be important advocates in the struggle to strengthen the teaching candidate pool of CR/S practitioners. Building a cadre of teachers, who are poised to decolonize minds and spaces, sustains the work of many teacher educators of color. However, the acts of teaching and learning in most institutions of education are inundated with oppressive norms such as white privilege, xenophobia and anti-blackness. It is this reality in which I, a Black female junior teacher educator, attempt to disrupt normative teaching practices within a special education course. This self-study examined insight derived from a focus group as well as from my self-reflections conducted over the course of two semesters (Spring 2018 to Fall 2018). Using a qualitative methodological approach, the findings indicated tensions between my vulnerable position of being a junior faculty member and my desire to dismantle normative deficit practices through critical self-reflection.&#x0D; &#x0D;

Prospective Teachers’ Metaphors as a Lens to Understand How They Perceive ‘Web 2.0’

Abstract Technology should be used in teaching and learning in universities. It is seen that studies on the use of Web 2.0 tools in education faculties are limited. Teachers who will integrate information and communication technologies into education at schools must first of all have prerequisite knowledge and skills on this subject. However, the effective use of technological tools in learning environments also depends on teachers’ perspectives on technology. This study aimed to determine the perceptions of pre-service teachers towards Web 2.0 applications through metaphors. The authors of the study effectively used web 2.0 tools during the semester in Educational Sociology, Attention Deficit and Hyperactivity, and Integration in Special Education courses. In the study, phenomenology design, one of the qualitative research approaches, was used, and semi-structured interview form was used to collect the data. Participants of the study consisted of 123 pre-service teachers who took this course. In light of the findings, it was observed that the majority of the participants (98%) used positive metaphors about Web 2.0 applications, and 2% used negative metaphors. Metaphors were then classified into 7 categories and tables were created. Categories ‘Web 2.0 as a source and producer of information,’ ‘Web 2.0 as a measurement and evaluation tool,’ ‘Web 2.0 as an Innovation and Development Platform,’ ‘Web 2.0 as a social / fun environment,’ ‘Web as a helpful and supportive platform 2.0, ‘Web 2.0’ and ‘other’ as a stimulating and relaxing platform. The abstract is to be in fully-justified text. Use the word ‘Abstract’ as the title, in 11-point Times, bold, initially capitalized. The abstract is to be in 10-point, single-spaced type, and up to 200 words in length.

Competing Risks Analysis of Dropout and Educational Attainment for Students with Disabilities

We employ individual-level panel data on students with disabilities in Florida to determine the relationship between high school teacher quality and the likelihood a student drops out as well as the type of diploma they receive if they do finish high school. Our data include five cohorts of 9 th graders from 1998/99-2002/03 and link students to individual teachers for each class the students are enrolled in at every grade level. We use both a competing risks proportional hazard Cox model and a propensity score matching method to estimate the effect of teachers. We find some evidence of significant negative correlations between teacher experience and the likelihood of dropping out of high school and between drop out probabilities and teachers with advanced degrees. The competing risks analysis shows that special education certification for teachers of special education courses leads to both a higher hazard of obtaining a special education diploma and a lower hazard of obtaining a standard high school diploma. The estimated average treatment effect on the treated indicates that exposure to a high quality teacher during high school leads to a lower likelihood of dropout and a higher probability of graduating with a diploma.

Soft and hard variables in determining pre‐service teachers' intentions and decisions to pursue a special education career

This study examined the roles of hard variables and soft variables in determining college teachers' intentions to pursue a special education career and education majors' actual decisions to major in special education. This study surveyed 243 college students taking special education courses at a state university, including 213 education majors. The survey questions included four blocks of variables, pertaining to demographics, training and work experience, soft variables (i.e., personal connections to people with disabilities, personal value and commitment and perceived social support) and hard variables (i.e., estimated salary, workload, professional development opportunities and job security). Results suggest that (1) after controlling for other variables, hard factors such as salary did not add significant contributions to college students' intention or education majors' actual action to pursue a special education career; (2) soft variables, such as value, commitment to special education and perceived social support, significantly predicted college students' intention to pursue a special education career, but did not significantly influence education majors' actual decision to choose a special education program, and (3) workloads significantly affect education majors' decisions making decisions of enrolling in a special education program. Implications are discussed about the importance of enhancing soft‐variable aspects of working conditions for special education recruitment and retention.

These aren’t the kids I signed up for: the lived experience of general education, early childhood preservice teachers in classrooms for children with special needs

ABSTRACT Effective inclusive teaching practices continue to be an area of uncertainty for preservice and practicing teachers. This qualitative study examined the lived experiences of three, general education, early childhood, preservice teachers (PST) completing a field experience in preschool classrooms for children with significant disabilities. All three PSTs in the study were completing a semester long requisite field experience while concurrently completing an introduction to special education course. Both the field experience and the introduction to special education course were required for their early childhood, general education certification program. While the PSTs initially acknowledged anxiety related to working with children with significant disabilities, the levels of anxiety decreased during the experience. Additionally, PSTs noted the importance of the pedagogical skills they acquired from their special education mentor teachers. Highly skilled, special education mentor teachers were noted being critical to a successful experience.

Öğretmen Adaylarının Özel Yetenekli Öğrenciyi Aday Gösterme Tercihlerini Etkileyen Faktörler

The purpose of this research study was to investigate the factors that influence prospective teachers’ referral decisions for gifted students. Participants were 178 fourth grade prospective teachers. Data were collected via Student Profiles Survey which includes 11 different profiles, and participants were asked to rate each profile on a 4th Likert scale. Multiple factors analysis of variance was used to analyze the interaction effect of participants’ profile rates between their demographic properties and student characteristics embedded in profiles. Findings revealed that prospective teachers’ referral decisions were influenced by their gender, having a relative/being familiar someone identified as gifted, having observed a gifted student and students’ gender, subject, area of passion, length of passion, ability(math/reading), organization, attention, emotion, economic status and family history in gifted education. In conclusion, participant prospective teachers’ have possession of stereotypical views and prejudgments, and these influenced them being biased in their referral decisions. Besides, having taken only the special education course seemed to be insufficient to help prospective teachers in meeting with characteristics of gifted students. A number of recommendations for practice and future research were developed in parallel with research conclusion.

The Relationship Between Religious Culture and Ethics Teachers' Inclusive Education and Emotional Attitude and Anxiety Levels

Türkiye’de son 20 yıldır özel eğitime ihtiyaç duyan öğrencilere yönelik eğitimin kaynaştırma yolu ile sağlanmasına öncelik verilmektedir. Örgün eğitimde kaynaştırma uygulamalarının kapsadığı dersler arasında din eğitimi ile ilgili dersler de bulunmaktadır. Bu dersler kapsamında kaynaştırma eğitimini veren öğretmenlerin yeterlilikleri, duygu, tutum ve kaygıları önemlidir. Bu durumun iyi araştırılması etkili bir kaynaştırma eğitimi için gereklidir. Din Kültürü ve Ahlak Bilgisi ile İmam Hatip Meslek Dersleri Öğretmenlerinin kaynaştırma eğitimi yeterliliklerinin, onların duygu, tutum ve kaygıları üzerindeki etkisinin araştırılması bu araştırmanın temel gerekçesidir.Bu çalışmanın amacı, örgün din eğitiminde kaynaştırma uygulamalarının niteliğinin artırılmasına katkı sağlamaktır. Kaynaştırma eğitiminin en önemli unsuru bu dersleri okutan öğretmenler olduklarından çalışma, onların kaynaştırma eğitimi ile ilgili duygu, tutum, kaygı ve yeterliliklerini ile çeşitli değişkenlere göre farklılaşma durumunu incelemiştir. Çalışmanın verileri Sharma, Loreman ve Forlin (2011) tarafından geliştirilen Bayar (2015) tarafından Türkçeye uyarlaması yapılan “Kaynaştırma Uygulamalarında Öğretmen Yeterliliği Ölçeği” ve Forlin, Earle, Loreman ve Sharma (2011) tarafından geliştirilen Bayar, Özaşkın ve Bardak (2015) tarafından Türkçeye uyarlaması yapılan “Kaynaştırma Eğitimi ile İlgili Duygular, Tutumlar ve Kaygılar Ölçeği” ile toplanmıştır. Çalışma neticesinde, kaynaştırma eğitimi ile ilgili hizmet içi eğitimin, öğretmenlerin duygu, tutum ve kaygıları ile yeterliliklerini pozitif yönde etkileyen bir faktör olduğu tespit edilmiştir. Cinsiyet, okul türü, lisansta eğitim alma durumu, kaynaştırma eğitimi tecrübesi ve kaynaştırmaya ilişkin özgüvenin değişkenlerinin öğretmenlerin yeterliliklerini ve duygu, tutum ve kaygılarını etkilemediği saptanmıştır. Ayıca duygu, tutum ve kaygı ile yeterliliğin pozitif ilişki içerisinde olduğu görülmüştür.

Teachers’ perception of the response to intervention implementation feasibility in Chinese inclusive early childhood education

This exploratory study examined Chinese teachers’ perceptions of the practical uses of Response to Intervention (RTI) in preschool inclusive education settings. A survey and follow-up interviews were conducted to collect information about teachers’ perceptions of RTI implementation feasibility in Chinese inclusive early childhood education. Results indicated that even though preschool teachers had limited understanding of the RTI model, they held positive attitudes toward this model and were willing to participate in the learning of this model. However, teachers held negative attitudes toward use of the RTI model in the current situation. The influencing factors included cultural differences, different educational systems, teachers’ knowledge and experience, inclusive education supporting system, and teachers’ self-efficacy. It is recommended that Chinese teachers’ colleges and normal universities could develop and offer more special education courses for the preschool education major in order to enhance the knowledge and skills of inclusive education for all early childhood education teachers. Preschools should build up better inclusive education supporting systems to enable and support teachers’ practices. In addition, universities and colleges could provide more RTI model training seminars and learning opportunities.

برنامج التربية الخاصة وأثره في إکساب الطالب – المعلم المعايير المهنية لمعلمي التلاميذ ذوى الإعاقة الفکرية

هدفت الدراسة إلي التعرف علي مدى تشبع برنامج التربية الخاصة (مقررات التربية الخاصة) بالمعايير المهنية لمعلمي التلاميذ ذوى الإعاقة الفکرية من وجهة نظر الطالب – المعلم، وهل يختلف اکتساب الطالب – المعلم بمسار الإعاقة الفکرية في برنامج التربية الخاصة للمعايير المهنية باختلاف المعدل الدراسي، ودرجة الرضا عن الدراسة. تکونت عينة الدراسة من (85) طالبا - معلما في مسار الإعاقة الفکرية خلال العام الجامعي 2018/2019، استجابوا على قائمة المعايير المهنية لمعلمي التربية الفکرية، وقائمة درجة الاستفادة من مقررات برنامج التربية الخاصة. وباستخدام المنهج الوصفي التحليلي، توصلت الدراسة إلي العديد من النتائج، أهمها أن أکثر المعايير تشبعا ببرنامج التربية الخاصة بالترتيب ما يلي: أعرف المفاهيم والأسس التي يرتکز عليها تخصص التربية الخاصة، أعرف المفاهيم الأساسية للإعاقة الفکرية، أعرف الخصائص العامة للطلاب ذوي الإعاقات الفکرية، في حين أن أقل المعايير تشبعا ببرنامج التربية الخاصة بالترتيب ما يلي: أستطيع تطبيق استراتيجيات تنمية المهارات الاستقلالية لدى الطلاب ذوي الاحتياجات التربوية الخاصة، أستطيع توظيف البرامج السلوکية لذوي الاحتياجات التربوية الخاصة. ومن جانب آخر، يوجد عدد من المقررات استفاد منها الطلاب بشکل أکبر مثل : التدريب الميداني في مجال الإعاقة الفکرية، دراسة حالة في مجال التخصص، مشروع تخرج في مجال ذوي الإعاقة الفکرية، مقدمة في التربية الخاصة، اضطرابات التواصل. في حين يوجد عدد من المقررات التي استفاد منها الطلاب بشکل أقل، مثل: مقدمة في علم وظائف الأعضاء، الأنظمة والتشريعات في التربية الخاصة، مصطلحات وقراءات في التربية الخاصة باللغة الإنجليزية، التطبيقات العلمية لأبحاث التربية الخاصة، انتاج مواد وتقنيات تعليمية، الإعاقات المتعددة، الإعاقات الجسمية والصحية. وکان من نتائج الدراسة -أيضا- وجود فرق دالة إحصائيا بين متوسطي درجات الطلاب - المعلمين على قائمة المعايير المهنية وفقا للمعدل التراکمي، وذلک لصالح الطلاب - المعلمين ذوي المعدل التراکمي الأعلى من ٤.٥، ووجود فرق دال إحصائيا بين متوسطي درجات الطلاب- المعلمين على قائمة المعايير المهنية وفقا لمتغير الرضا عن المقررات الدراسية، وذلک لصالح مستوى راض مقارنة بمستوى غير راض. Special Education Program and its effect on the student-teacher acquisition of professional standards for teachers of students with intellectual disabilities Abstract The study aimed at identifying the saturation of the special education program (special education courses) with the professional standards for teachers of students with intellectual disabilities from the viewpoint of student-teacher , and does the acquisition of student-teachers in the course of intellectual disability in the special education program for professional standards differ according to the academic rate and degree of satisfaction about studying. The sample of the study consisted of (85) student-teachers in the course of intellectual disability during the academic year 2018/2019, who responded to the list of professional standards for teachers of intellectual education, and the list of the degree of benefit from the courses of the special education program. Using the descriptive analytic approach, the study reached many results, the most important of which are that the most saturated criteria in the special education program in the following order: I know the concepts and foundations that underlie the special education specialization, I know the basic concepts of intellectual disability, and I know the general characteristics of students with intellectual disabilities, while the lowest saturated criteria in the special education program in the following order: I can apply independent skills development strategies for students with special educational needs, and I can apply behavioral programs for those with special educational needs. On the other hand, there are a number of courses that students have benefited most from, such as: field training in the field of intellectual disability, case study in the field of specialization, a graduation project in the field of intellectual disabilities, introduction to special education, and communication disorders. While there are a number of courses that students have benefited to a lesser extent, such as: Introduction to physiology, regulations and legislation in special education, terms and readings in special education in the English language, scientific applications for special education research, production of educational materials and techniques, multiple disabilities, and Physical and health disabilities. The study also found a statistical significant difference between the average scores of student-teachers on the list of professional standards according to the cumulative average, for the benefit of student-teachers with a cumulative average higher than 4.5, and a statistical difference between the average scores of student-teachers on List of occupational criteria according to the variable of satisfaction with the courses, in favor of a satisfied level compared to a dissatisfied level.

Preparing Special Education Preservice Teachers to Teach Phonics to Struggling Readers: Reducing the Gap Between Expert and Novice Performance

In this study, the authors examine the learning of 48 preservice teachers (PSTs) taking a literacy course in special education and the primary-grade struggling readers they tutored in a field component of the course. The primary purpose of this exploratory study was to examine the effects of the course and tutoring on PSTs’ knowledge and preparedness to teach reading. In addition, the authors examine whether the phonics scores of their tutored students improved. The results showed that PSTs improved in their knowledge of literacy, self-confidence in teaching reading to struggling readers, and analyses of oral reading miscues. Their tutored students also improved significantly on measures of their phonics knowledge and performance. The authors of this study suggest that carefully designed literacy coursework with field experiences can help PSTs perform more like mature teachers when the literacy tools and instructional scripts for teaching phonics are made explicit and transparent. Implications and limitations are discussed.

Formação de professores em Educação Especial no período da ditadura civil-militar no Estado do Pará

Neste artigo analisa-se a formação de professores no período de ditadura civil-militar, em especial, nos anos de 1964 a 1985, no Estado do Pará. O foco é para o Curso de Pedagogia, habilitação em Deficiência Mental – DM, da Universidade do Estado do Pará, único curso com esta habilitação na Região Norte. Qual o contexto em que foi criado o Curso? Quais as bases teórico-metodológicas da Habilitação Educação Especial? Com que finalidade foi criado? Estas questões norteiam o desenvolvimento do estudo. Trata-se de uma pesquisa bibliográfica e documental, com levantamento de diversas fontes como a legislação educacional e o projeto pedagógico do curso. Este estudo oportuniza explicitar os acontecimentos deste período e seus efeitos na atual política de Educação Especial. Entre os resultados destaca-se que: o período da ditadura civil-militar incorporou uma política educacional tecnicista voltada para o mercado de trabalho, que contribuiu para consolidar a política de integração no campo da Educação Especial, com uma educação de bases psicológicas e terapêutico-clínicas.