Professor Of Special Education Research Articles

교원양성과정 교직이론 담당 교강사의 통합교육 인식과 과목 내 통합교육 고려 현황

This study aimed to conduct an online survey of professors instructing teacher education theory courses at teacher education programs in South Korea to determine their perceptions of inclusive education and the current status of integrating inclusive education content into their teacher education theory courses. A total of 195 responses were included in the analysis. Descriptive statistics were computed; t-tests or correlation analyses were conducted to examine the associations between variables. The qualitative responses were analyzed using qualitative content analysis. Professors had neutral attitudes towards inclusive education. Prior diversity-related experience and collaboration with special education professors were more influential than demographic information in influencing their attitudes toward inclusion and their teaching practices. Four overarching themes emerged from the qualitative responses. Based on the results, recommendations were made to improve teacher education programs to better reflect the needs of the inclusive education field.

Exploring Education Beyond Traditional Contexts: An Interview With Dr. Sarup Mathur

Dr. Sarup Mathur is the Ryan C. Harris Professor of Special Education in the Division of Educational Leadership at Arizona State University. She is nationally recognized as a leader in the fields of emotional and behavioral disorders and juvenile justice, particularly specializing in the areas of social skills and re-entry of adjudicated youth. She has been the co-editor of a yearly special issue of Education and Treatment of Children on severe behavior disorders of children and youth, is the former secretary and president of the Council for Exceptional Children’s Division of Emotional and Behavioral Health, and has enabled teachers in juvenile justice to support adjudicated youth by developing transitioning planning processes. She has written numerous scholarly articles, published and edited books, and has secured extensive grant funding to support the training of doctoral students specializing in working with adjudicated youth.

The Scholarly Neglect of Black Autistic Adults in Autism Research.

Black autistic individuals, regardless of age, have not been centered in autism research. Instead, they often exist on the margins-on the periphery of autism research. In fact, Black autistic adults are largely absent from the literature. Most participants in autism research are majority-white autistic individuals and families. In this conceptual article, we use intersectionality and Dis/ability Studies and Critical Race Theory theories to contextualize Black autistic adults' experiences. Second, we argue that systemic disparities and methodological concerns are two contributors to the scholarly neglect of Black autistic adults in autism research. Third, we provide guidelines to support researchers in moving from neglect to inclusive research with Black autistic adults.

Relationships Are the Intervention: An Interview With Michael Marlowe

Dr. Michael J. Marlowe is emeritus professor of special education in the College of Education at Appalachian State University. An English graduate from the University of Kentucky, he has a PhD in special education from the University of Florida and a MS degree in elementary education from Indiana University.

Dr. Ginger Blalock: Finding My Educational Path—I Was Never Bored Again

Dr. Ginger Blalock has been an elementary and secondary special educator, a community college career counselor and instructor, and a professor of special education. Her teaching areas included learning disabilities, instructional methods in special education, career development/transition education, paraprofessional preparation, trends/issues in special education for doctoral students, and strategies to support inclusive education. Her research primarily focused on preparing diverse youth with support needs for adulthood. Publications included chapters on strategies for collaboration, Transition and Students with Learning Disabilities, (lead co-author) Using Community Transition Teams to Improve Transition Services (lead co-author), and the transition module series published by PRO-ED, Inc. She retired after 21 years at the University of New Mexico as professor emerita, where she held numerous roles, including division director of educational specialties, program coordinator (chair) of special education, and coordinator of the Special Education Emphasis in Learning/Behavioral Exceptionalities.

Born a Culturally Responsive Educator: A Conversation With Dr. Cathy Kea

Dr. Cathy Kea is a professor of special education in the Department of Educator Preparation at North Carolina A&T State University. Dr. Kea’s research interests focus on the intersection among general education, special education, and multicultural education, which she has labeled “a trilogy to be transformed.” Her current research focuses on preparing preservice teachers to design and deliver culturally responsive instruction in urban classrooms as well as providing methods, materials, and philosophy to educator preparation programs (e.g., via syllabi, lesson plans, lectures).

국립대학교 부설 직업 분야 특수목적 특수학교의 조직체계 탐구

The purpose of this study is to explore the organizational system of a vocational Special-Purpose Special School affiliated with a national university through a literature review and focus group discussion (FGD) with special education experts. An initial model of the academic affairs-administrative organization was developed through the literature review, and the FGD was conducted based on this model. A total of 8 experts participated in the FGD: 6 secondary special education teachers, 1 special educational supervisor, and 1 special education professor. The results of the FGD, 4 super-categories and 13 sub-categories were derived and described as th following: “Making an effort, but the current system has limitations”, “Transition education support team: Let's evaluate properly, teach properly, and successfully do transition”, “Research cooperation support team: Educational research and student practice”, and “New wine for a new unit: Building a new school governance and democratic decision-making”. Based on the research results and discussion, the academic affairs-administrative organizational system of the affiliated special school was proposed with 4 teams and 13 departments. The Transition Education Support Team consisted of the Individual-Centered Transition Education Dept., Industry-Academic Cooperation Employment Support Dept., Career Counseling Dept., and three Major(Subject) Depts.. The Research Cooperation Support Team consisted of the Education and Research Dept., University-Linked Practice Support Dept., and Education and Information Dept.. The Student and Academic Affairs Support Team consisted of the Academic Affairs Support Dept., Student Government Dept., After-School Education Dept., and Dormitory Dept.. The Education Administration Team maintained the current administrative office work. Based on these research results, we suggested an organizational system model suitable for a vocational Special-Purpose Special School affiliated with a national university.

Contributors

Previous articleNext article FreeContributorsPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreMark Anthony Hoffman is assistant professor of sociology at Stanford University. His research uses computational methods to understand how language, identity, and social structure have changed in England and the United States over the past 300 years. He received his Ph.D. from Columbia University in 2019.Sanaz Mobasseri is assistant professor of management and organizations and (by courtesy) sociology at Boston University. Her research investigates race and gender inequalities in organizations using field experimental and computational methods. She earned her Ph.D. at the University of California, Berkeley’s Haas School of Business.Mary C. Brinton is the Reischauer Institute Professor of Sociology and the director of the Reischauer Institute of Japanese Studies at Harvard University. Her current research focuses on the determinants of historically low birth rates in the postindustrial world, with particular attention to the role played by gender inequality.Eunsil Oh is assistant professor in the Department of Sociology at the University of Wisconsin–Madison. She holds a Ph.D. in sociology from Harvard University and her research focuses on gender, work, and family. Using comparative lens, her current projects explore how labor markets, welfare systems, and gender norms shape individual- and couple-level understandings of work and family.Christine Leibbrand is a Ph.D. candidate in the Department of Sociology at the University of Washington. Her research focuses on internal migration within the United States, segregation, neighborhood attainment, and racial/ethnic stratification. She has published several journal articles, including “The Legacy of the PSID in Understanding Patterns of Migration and Residential Mobility” (with Kyle Crowder).Catherine Massey is a senior economist at Welch Consulting’s Bryan Texas office. Prior to joining Welch Consulting, she was assistant research scientist in the Population Studies Center at the University of Michigan’s Institute for Social Research. While at the University of Michigan, she conducted research on record linkage and data quality, as well as research on intergenerational contributors to inequality and outcomes of the Great Migration.J. Trent Alexander is the associate director of the Inter-university Consortium for Political and Social Research and a research professor in the Institute for Social Research at the University of Michigan. His research focuses on historical demography, record linkage, and large-scale data infrastructure.Stewart Tolnay is S. Frank Miyamoto Professor Emeritus of Sociology at the University of Washington. His research has focused on the history of racial violence in the American South and the Great Migration of southerners to the North and West. He is the author of The Bottom Rung: African American Family Life on Southern Farms (University of Illinois Press, 1999) and a coauthor with E. M. Beck of A Festival of Violence: An Analysis of Southern Lynchings, 1882 to 1930 (University of Illinois Press, 1995).Argun Saatcioglu is associate professor of education (ELPS) and (by courtesy) sociology at the University of Kansas. He studies racial/ethnic and class inequalities in K–12 education, school responses to equity initiatives, and the broader politics of educational policy and governance.Thomas M. Skrtic is the Williamson Family Distinguished Professor of Special Education at the University of Kansas. His research interests include disability, race, and class inequalities in school and society, education and special education policy and politics, and critical policy inquiry. Previous articleNext article DetailsFiguresReferencesCited by American Journal of Sociology Volume 125, Number 1July 2019 Article DOIhttps://doi.org/10.1086/704720 © 2019 by The University of Chicago. All rights reserved.PDF download Crossref reports no articles citing this article.

Forming a Mutually Respectful University-Community Partnership through a “Family as Faculty” Project

In this paper, we, a university special education professor and an executive director of a parent-to-parent non-profit organization, describe our collaborative partnership built on a common understanding that parents of children with disabilities are educational leaders. We address how we work collaboratively to locate and establish families as co-educators in an undergraduate special education course on families for pre-service special education teachers. In line with the Individuals with Disabilities Education and Improvement Act (IDEIA), we understand that parents have the right to make educational decisions regarding their child with a disability [Section 300.300(a)(2)(iii)]. Through a “Family as Faculty” (FAF) approach, families’ voices and expertise are positioned centrally in special education teacher preparation university courses. In this paper, we detail the ways in which we have worked together to construct a solid foundation for the first and subsequent FAF projects. We highlight the ways in which our partnership began through establishing trust, respect, and clear, common goals. These mutually created goals, built on the premise that we were committed to sustainable efforts to support the parents and families involved in FAF projects, are fundamental in ensuring that all stakeholders involved receive long-term support.

Tomlinson,S. (2017) A Sociology of Special and Inclusive Education. Exploring the Manufacture of Inability. Abingdon: Routledge.

British Journal of Special EducationVolume 45, Issue 3 p. 363-364 Book Review Tomlinson, S. (2017) A Sociology of Special and Inclusive Education. Exploring the Manufacture of Inability. Abingdon: Routledge. Gill Richards, Gill Richards Emeritus Professor of Special Education gill.richards@ntu.ac.uk Equity and Inclusion; Nottingham Trent UniversitySearch for more papers by this author Gill Richards, Gill Richards Emeritus Professor of Special Education gill.richards@ntu.ac.uk Equity and Inclusion; Nottingham Trent UniversitySearch for more papers by this author First published: 27 August 2018 https://doi.org/10.1111/1467-8578.12223Citations: 1Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume45, Issue3September 2018Pages 363-364 RelatedInformation

Foreword: Migration of Black Scholars to Higher Education: Building Communities of Resistance through Mentorship

4 | BLACK HISTORY BULLETIN VOL. 81, NO. 2 81 No.2 LA VONNE I. NEAL, Ph.D., is Associate Vice President--Administration & Finance and Professor of Special Education at Northern Illinois University; Email: lneal1@niu.edu ALICIA L. MOORE, Ph.D., holds the Cargill Endowed Professorship in Education at Southwestern University, Georgetown, Texas; Email: moorea@southwestern.edu FOREWORD: MIGRATION OF BLACK SCHOLARS TO HIGHER EDUCATION: BUILDING COMMUNITIES OF RESISTANCE THROUGH MENTORSHIP By Alicia L. Moore & La Vonne I. Neal The guest editor for this Black History Bulletin issue, Dr. Greg Wiggan, answered the call to “link to collective struggle through mentorship in the context of a community of resistance.”1 His “community of resistance” is comprised of university professors and doctoral students who transitioned to teaching at universities from roles as public school teachers and administrators. To celebrate the theme of this BHB issue—Black migrations—the authors collaborated withWiggan to write articles that illuminate the complexities of Black migrations and urban realities. With the ease of collaborative networks, their articles flow from topics such as political and economic instability to music as a platform for political communication. Additionally, their companion lesson plans incorporate (1) the 400 Years of African-American History Commission Act (H.R. 1242), established to commemorate the four hundredth anniversary of the arrival of Africans in the English colonies in 1619, (2) geopolitical terms such as migration, immigration, refugee, undocumented, and citizenship, (3) education frameworks—counterspace pedagogy, (4) AfroCaribbean immigrants, (5) hip-hop as a pedagogical tool, (6) pre-Columbus Black migration, and (7) DACA. Enjoy the synergy of the articles and historical photographs throughout this issue that depict Black migrations and social mobility! Notes: 1 La Vonne I. Neal, Sarah Militz-Frielink, Alicia L. Moore, Karina Avila, Maria Colompos, and Shanell Walter, Borders, Bras and Battles: A Practical Guide to Mentor Undergraduate Women to Achieve Career Success (Baltimore, MD: Apprentice House, 2016), 3. Teacher Resources: • Legislation: H.R. 1242—400 Years of African-American History Commission Act: - Committees: House-Oversight and Government Reform - Committee Report: H. Rept. 115-105 - Latest Action: 01/08/2018 Became Public Law No. 115102 https://www.congress.gov/bill/115th-congress/house-bill/1242 - “The commission must: o Plan programs to acknowledge the impact that slavery and laws that enforced racial discrimination had on the United States; o Encourage civic, patriotic, historical, educational, artistic, religious, and economic organizations to organize and participate in anniversary activities; o Assist states, localities, and nonprofit organizations to further the commemoration; and o Coordinate for the public scholarly research on the arrival of Africans in the United States and their contributions to this country.” • Books: – Carter G. Woodson, A Century of Negro Migration (Washington, DC: ASNLH, 1918; repr. Russell, 1969). E185.9.W89. – Carter G. Woodson, The Education of the Negro Prior to 1861: A History of the Education of the Colored People of the United States From the Beginning of Slavery to the Civil War (New York: Putnam’s, 1915; repr. Ayer, 1968). LC2741.W7. – La Vonne I. Neal, Sarah Militz-Frielink, Alicia L. Moore, Karina Avila, Maria Colompos, and Shanell Walter, Borders, Bras and Battles: A Practical Guide to Mentor Undergraduate Women to Achieve Career Success (Baltimore, MD: Apprentice House, 2016). – Greg Wiggan, Lakia Scott, Marcia Watson, and Richard Reynolds, Unshackled: Education for Freedom, Student Achievement, and Personal Emancipation (Rotterdam, Netherlands: SensePublishers, 2014). • DVD: Freedom’s Song: 100 Years of African American Struggle and Triumph Ten episodes, one for each decade of the twentieth century, highlight stories in African American history from the twentieth century that have been either omitted from or marginally discussed in history textbooks to date. A minibiography follows each decade’s story to highlight the life of a significant historical figure of the decade. Segments are accompanied by individual lesson plans. http://www.worldcat.org/title/freedoms-song-100-years-ofafrican -american-struggle-and-triumph/oclc/67243974 ...

지적장애 학생을 위한 기능성 언어게임의 개발 및 적용 가능성 탐색

이 연구는 지적장애 학생을 위한 기능성 언어게임을 개발하고, 지적장애 학생의 교수학습 활동에서 기능성 언어 게임의 적용 가능성을 탐색하는데 주요한 목적이 있었다. 이에 게임에서 사용할 어휘를 장애학생을 위한 국민공통 기본교육과정 국어과를 분석하여 추출하였고, 특수교사와 특수교육과 교수, 특수교육 전문가들의 중요도와 난이도에 대한 평가에 기초하여 기능성 언어훈련 게임을 구성하였다. 개발된 게임의 적용 가능성을 탐색하기 위하여 특수학교와 일반학교 특수학급에 재직하고 있는 특수교사 45명과 지적장애 학생 31명을 대상으로 사용자 평가를 실시하였다. 그 결과 특수교사는 5점 만점에 4.25점을 나타내었고, 지적장애 학생은 4.33점을 나타내었다. 전반적으로 특수교사와 지적장애 학생 모두 이번에 개발된 기능성 언어 게임이 교수학습 활동에 사용 가능하다고 인식하고 있었다. 학교급 및 교육적 배치에 따른 사용자 평가 결과에 대한 집단 비교를 실시한 결과, 특수교사와 지적장애 학생 모두 통계적으로 유의한 차이는 없었다. 그러므로 특수학교와 특수학급에서 근무하는 특수교사와 재학하고 있는 지적장애 학생 모두 기능성 언어 게임에 대한 사용자 평가가 고르게 나타난 것임을 확인할 수 있었다. The purpose of this study was to develop and to explore the possibility of the serious language training game for students with intellectual disabilities. To do this, words of language training program were extracted from the National Common Basic Curriculum of Special School and the contents design of language training program were developed based on the evaluation of significance and difficulty by special teachers, special education professors, and special education experts. To explore the possibility of applying the serious language training game, a usability evaluation was conducted with 45 special school teachers and 31 students with intellectual disabilities. The results showed that the serious language game had a high level of usability as the special school teachers received 4.25 and the students with intellectual disabilities received 4.33 out of 5. But there is no difference of usability evaluation on the level of school and the arrangement of school. As a result of this study, we can draw a conclusion that there is a high possibility of applying the serious language game to language education for students with intellectual disabilities.

Making the Road While Walking It

Richard Simpson is professor of special education at the University of Kansas (KU). Dr. Simpson’s duties at KU have included roles of staff psychologist, teaching associate, assistant professor, project director, associate professor, professor, and chairperson for the Department of Special Education. He has directed numerous University of Kansas and University of Kansas Medical Center demonstration programs for students with autism and other disabilities. He has authored numerous books, articles, and assessment instruments on a variety of topics related to students with disabilities.

Enthusiastic Collaboration

Robert A. Gable is the Constance and Colgate Darden Professor of Special Education and Eminent Scholar at Old Dominion University, Norfolk, Virginia. He earned his PhD from George Peabody College of Vanderbilt University and was on the faculty at Peabody–Vanderbilt and the University of Pittsburgh prior to his appointment at Old Dominion University. Dr. Gable’s career includes experience as a classroom teacher and as administrator of several alternative education programs. He has published extensively on a variety of topics including academic assessment and instruction, functional behavioral assessment and positive behavioral plans and supports, collaboration and consultation in the schools, and practical ways to differentiate instruction for children and adolescents with learning and behavior problems.

Inside a gifted class: Classroom discourse patterns, teacher and student questions, and teacher revoicing

No accessFULL TEXTAustralasian Journal of Gifted EducationOther Journal Article01 June 2016Inside a gifted class: Classroom discourse patterns, teacher and student questions, and teacher revoicing Authors: Uzeyir Ogurlu Authors: Uzeyir Ogurlu Assistant Professor of Special Education, Kocaeli University, Turkey, email: [email protected] Google Scholar More articles by this author SectionsAboutView PDFExport CitationsAdd to FavouriteAdd to FavouriteCreate a New ListNameCancelCreate ToolsTrack CitationsCreate Clip ShareFacebookTwitterLinkedIn COPY LINK Abstract This study examined how classroom discourse evolved in a gifted class and compared it with a non-gifted class at the same year level. The following features of classroom discourse were examined: Initiation - Response - Follow up (IRF) patterns, teacher and student questions, and teacher revoicing. To conduct the study, audiorecordings of classroom interactions in the subject of mathematics were collected over a six week period from a private elementary school that housed both gifted (n=20) and non-gifted (n=20) classes in Turkey. The findings indicated that both the gifted and the non-gifted classes were dominated by IRF interaction patterns. Nevertheless, extended IRF and student-initiated IRF sequences were more prevalent in the gifted classroom. Moreover, a greater number of authentic teacher questions were noted in the gifted classroom, and gifted students asked more on-topic questions. In terms of teacher revoicing, both incorporation and restatements were more common in the non-gifted classroom. Full Text DOI Previous article Next article RelatedDetails View PUBLICATION DETAILSJournal:Australasian Journal of Gifted EducationISSN:1323-9686Page Range:31-46First Page:31Last Page:46Source:Australasian Journal of Gifted Education, Vol. 25, No. 1, Jun 2016: 31-46Date of Publication:June 2016Date Last Modified:05 September 2019 12:02Date Last Revised:07 December 2016Volume:25Issue:1SubjectGifted children--EducationMathematics--Study and teachingCommunication in education METRICS Downloaded 1 times Copyright© Australian Association for the Education of the Gifted and Talented, 2016Download PDFLoading ...

Integrating Differentiation in English Education Methods Courses: Learning from the Perceptions and Experiences of Teacher Candidates

The practice of inclusion as a response to the Individuals with Disabilities Education Act means that English teachers teach students who demonstrate a wide range of abilities in the same classroom. This qualitative study explored the developing attitudes toward differentiation of English education teacher candidates participating in a methods course cotaught by an English education professor and a special education professor. Findings revealed that their pedagogical beliefs were influenced by having knowledge of individual students, proactively engaging with professional concepts, and attending to students' affective needs in academic contexts. The teacher candidates in this study were able to discuss differentiation, but they struggled to implement it in practice; therefore, we argue that instruction on differentiation must be explicitly integrated into English methods courses. Using cognitive flexibility theory, we suggest ways teacher educators can help future teachers develop advanced knowledge of differentiation to meet the needs of their future students.

Having Someone to Walk Down the Road With: A Conversation With Jeffrey Sprague

Dr. Jeffrey Sprague is a professor of special education and the director of the University of Oregon Institute on Violence and Destructive Behavior. He directs research and demonstration projects related to positive supports and youth violence prevention.

Dimensions Underlying Assistive Technology (AT) Practices and Quality of AT Outcomes from the Perspective of Special Education Professors

This study validated items for assistive technology (AT) evaluation and, accordingly, identified dimensions underlying AT practices and the quality of AT outcomes from the perspective of professors preparing preservice teachers for careers in special education. The statistical approach of multidimensional scaling was used, in which the proximity of similarity and dissimilarity between items was compared. Participants rated 4,851 comparisons, resulting in a dataset of 19,404 pairwise comparisons (4,851*4). Stress and fit measures showed that the normalized raw stress was .07136, S-stress was .19190, dispersion was .92864, and Tucker’s coefficient of congruence was .96366. These results revealed four underlying dimensions— Dependability and Support, Device Features, Ease of Use, and Efficiency—along with 11 clusters of quality of AT outcomes as being applicable to evidence-based AT implementation. These findings also reflect an effective framework for teaching those being prepared to work with students with mild or moderate disabilities about quality AT evaluation.

Faculty Perceptions of Transition Personnel Preparation in Saudi Arabia

This study investigated to what extent faculty members include and value transition curricula in special education preparation programs in Saudi Arabia. A web-based survey was conducted and sent to special education professors across 20 universities. Descriptive statistics and a t-test analysis generated three main findings: (a) Institutions covered transition by adding specialized courses and/or through infusing of transition content in other courses, (b) institutions covered all 29 transition competencies at varying rates, and (c) both male and female faculty members placed high value on teaching their students in the principles of transition education and services. Implications and recommendations for future research were discussed.

A Professor Goes to Washington

In this essay, I reflect on my experiences and lessons learned while serving as Commissioner of the National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education. Although I was in the grant writing business for my nearly 30 years as a professor of special education, I learned that I knew very little about the grant making business from the agency perspective and, perhaps more importantly, how funding worked. My aim in this article is to convince readers that their participation in working with funding agencies and the legislative branch of the federal government is worth their time and effort. I especially want to convince senior researchers that their expertise and eloquence is especially needed and mostly appreciated.