Special Education Course Research Articles

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.

The Effects of Gaming on University Student Quiz Performance

The use of competitive games to increase classroom engagement has become common practice among many teachers. However, it is unclear if using games as an assessment tool is a viable way to increase student performance. This study examined the effects of administering quizzes through a game-based system, Kahoot!,versusprivately on an electronic device. The quiz scores of 56 undergraduate students, enrolled in one of two special education courses, were evaluated. A linear regression was used to compare student scores across the two conditions, as well as performance over the course of a 15-week semester. No significant difference in quiz scores was found between the two conditions, and quiz scores in both conditions improved similarly over time. Sixty-eight percent of the students reported preferring to take the quiz privately on an electric device as opposed to on Kahoot!. Limitations and recommendations for practitioners are discussed.

Exploring the Reliability of Curriculum-Based Measurement as a Formative Assessment in a College Classroom

The purpose of this preliminary study was to explore the reliability of Curriculum-Based Measurement (CBM) vocabulary-matching forms with students in an introduction to special education course in a college setting. Data from 84 students enrolled in a teacher preparation program across three semesters were examined. Results suggest low to moderate alternate form reliability with adjacent forms ( r = .49) compared to the mean of two weekly forms (r = .65). Future directions on form development to strengthen reliability are discussed as well as implications for CBM use in college classrooms as a formative assessment tool.

Attitudes and Self‐Efficacy of Romanian Primary School Teachers towards Including Children with Special Educational Needs in Regular Classrooms

In the last years, as a consequence of inclusive policies, the number of children with special educational needs in Romanian primary classrooms has increased. In this context primary school teachers face numerous challenges when teaching children with special educational needs in their classrooms. It is assumed that regular education teachers are the critical agents in this process of inclusion. Their attitudes toward the inclusion of children with special educational needs in regular classrooms is especially important for the success of inclusionary efforts. Teacher self-efficacy has also an essential role when addressing diverse learners. In this study we examine the relationship between teacher self-efficacy and teacher attitudes toward the inclusive education. Data were collected from 126 Romanian in-service primary school teachers that have in their classrooms students with special educational needs. There is a significant positive correlation between primary school teachers’ perceived self-efficacy and their attitudes towards inclusive education. Younger primary school teachers have more positive attitudes towards children with special educational needs and inclusive education. Those primary school teachers that have attended more special education courses appear to have less positive attitudes and are less willing to accept students with disabilities in regular classrooms. Practical implications of teachers’ attitudes and self-efficacy in inclusive classrooms are discussed.

Pre-service Teachers' Beliefs: Impact of Training in Universal Design for Learning

Seventy-seven pre-service teachers enrolled in an introductory special education course completed a questionnaire on their beliefs about learning, teaching, and disability, before and after completing one of two randomly assigned training modules on Universal Design for Learning (UDL). Module A presented UDL as a strategy for meeting the specific needs of students with disabilities in a general education setting. Module B presented UDL as a framework to support all learners in the general education classroom through the creation of communities of learners. The Beliefs About Learning, Teaching, and Disability Questionnaire (BLTDQ) was administered with five subscales rated on a 6-point Likert-type scale that measure pre-service teachers’ beliefs about learning and teaching, as representative of their epistemological beliefs, beliefs about disability (from pathognomonic to interventionist) and the role of the teacher in the general education classroom. Analyses of these results suggest that a significant change toward interventionist beliefs about learning, teaching, and disability occurred for participants who completed either module on UDL. Additionally, a small to moderate, positive relationship was identified between pre-service teachers’ beliefs about disability and their epistemological beliefs, with the strength of this relationship increasing following their training in UDL. These findings suggest that training in UDL can have a powerful and positive impact on pre-service teachers’ interventionist epistemological beliefs and beliefs about disability. Shifts toward interventionist beliefs are more likely to result in teaching practices that are more supportive of students with disabilities in general education classrooms. Implications for teacher preparation and study limitations are also discussed.

Military Medical Academy named after S.M. Kirov - 220 years old

History of the Military medical academy is inextricably linked with the name of Peter I, who in 1715 laid the Vyborg district of St. Petersburg admiralty and land hospitals. In those hospitals, January 9, 1733 were formed hospital (surgeon’s) school for training local doctors, which were the prototype of the Academy. In 1786, the school joined to the surgeon’s main medical (medical and surgical) school, where seven professorships were established in 1795. December 18,1798 decree issued by Emperor Paul I «On the dispensation at the main hospital buildings for special medical schools and teaching theater». The construction of a special (separate) building made it possible to have the territorial and administrative independence of the educational institution. The main medical school received the status of Medical-Surgical Academy. In1809 the Academy became the Imperial, it was given the status and functions of the Russian academy of medical sciences. At the same period, there were formed three departments - medical, veterinary and pharmaceutical, allowing Academy initiated the medical, veterinary and pharmaceutical higher education in Russia. In 1858, at the Academy the Institute of doctors (the prototype of post-graduate) was created to prepare teachers for the medical faculties of Russian universities. Establishing in 1872 a «special education course for female scientists midwives», converted in 1876 in the women’s medical courses, the Academy has initiated the formation of women’s medical education, which in those days was not the only one in our country but also in Europe. Staff and graduates of the academy have covered themselves with unfading glory in all the wars in which Russia participated. The Academy in the XIX-XX centuries developed world renowned scientific medical schools which live today. Currently, the Military medical academy named after S.M. Kirov is the major higher military medical school, head research institution and a leading military medical establishment of the Ministry of Defense of the Russian Federation.

Passion and vision for inclusion

Purpose This study aims to selects a teacher training program located in China’s rural area and focus on its preservice teachers’ attitudes towards inclusive education in China and their expectations of teacher training programs. Design/methodology/approach The selected teacher training program is in School of Education of a comprehensive university, located in a small town in Northeast China. Five preservice teachers in the Department of Teacher Education were interviewed. The interviewees were randomly selected among those who have already gained at least 60 credits of coursework prior to the interview. Each interview lasted for approximately 0.5 h. Interview notes were summarized and coded using Braun and Clarke’s (2006) six-step approach. In addition to interview data, other data sources were used, such as classroom observation and review of curriculum and program requirement. Findings Although the selected teacher preparation program started offering some selective special education courses to preservice teachers, there are limited number of offerings and a lack of field placement in inclusive settings, and stereotypical opinions towards disabilities still exist as a roadblock for choosing special education teacher profession. Research limitations/implications The current study only focuses on one rural teacher training institution and report preservice teachers’ opinions toward teacher education curriculum, factors that lead to their decision in the teacher education major and their vision towards inclusion in China. Recommendations are provided to increase public awareness of disability, and create more field based experience in inclusive settings for preservice teachers. However, the result may not be generalized to reflect preservice teachers of teacher training institutions located in developed areas where there are rich opportunities for field experience in inclusive setting or special education programs, and who offer more extensive special education courses. Practical implications It is recommended that teacher preparation program modify curriculum and offer more special education courses, as well as develop connections with local special education schools and inclusive programs, thus creating more field based opportunities for preservice teachers to work with children with disabilities. Originality/value There are limited studies on rural preservice teachers’ attitudes towards being a special education teacher and how the teacher training programs prepare them to become a special education teacher. The current study fills the gap and conduct an interview study of preservice teachers’ from a rural teacher training programs perceptions of China’s special education, how they choose the program of study that prepare them to become a special education teacher, and their rating of the teacher preparation program.

Physical Educators Attitude Toward Teaching Students With Special Educational Needs

The purpose of this research was to evaluating the national and international literature on the attitudes of physical education teachers towards students with special educational needs. As a result, physical education teacher candidates, although very enthusiastic about teaching individuals with special needs, do not feel safe; because the education they receive during university education remains in theory and away from the real environment. This education, which is rather theoretical rather than practical, causes the attitudes of teachers to be complicated. Based on this result, it can be said that adapted physical education, sports and special education courses do not contribute to the development of positive attitude at the desired level. These results require that the physical education teacher education program be reaudited to ensure positive attitude development towards students with special educational needs.

Analysis on the Special Education Course in the Department of Secondary Special Education

본 연구는 중등특수교육(학)과 전공 교육과정을 구성하고 있는 교과목들을 분석하여 그 특성과 전공 교육과정의 문제점, 그리고 문제점에 대한 개선방법 등을 탐색하는 데 목적이 있다. 이를 위해 14개 중등특수교육(학)과 전공 교육과정의 119개 교과목을 작성된 분석기준에 따라 분류하였다. 연구결과는 다음과 같다. 첫째, 대상 중등특수교육(학)과 전공 교육과정에 가장 많이 편성된 교과목들은 주로 장애유형별 교육 및 ‘특수학교 교육과정’, 그리고 ‘진단 및 평가’ 등으로 대부분이 기본이수과목에 해당된다. 둘째, 영역별 교과목 수는 교육방법이 가장 많았고, 그 다음으로 내용지식, 학생, 학습 환경, 그리고 교사 등이었다. 셋째, 교육방법 영역에서는 장애유형별 교육에 해당되는 교과목들이, 내용지식 영역에서는 특수교육 관련 실제에 해당되는 교과목들이, 그리고 학생 영역에서는 장애유형별 아동 특성과 관련된 교과목들이 가장 많았다. 학습 환경 및 교사 영역의 경우 교과목수는 많지 않았으나 다수의 중등특수교육(학)과 전공 교육과정에 편성되어 있었다. 전반적으로, 교과의 내용과 구조를 다루는 교과목 및 교수전략 이상의 교육방법을 다루는 교과목들은 부족하였다. 중등특수교육(학)과 전공 교육과정 운영에 자율성을 더 부여하도록, 교과전공 체제 및 운영의 재고와 기본이수과목의 축소 등을 고려해 볼 수 있다.

특수교육학개론 수업을 통한 예비 일반교사의 통합교육, 교수적 수정 실행, 교사 효능감에 대한 인식 변화 및 관련성 분석

특수교육학개론 수업을 통한 예비 일반교사의 통합교육, 교수적 수정 실행, 교사 효능감에 대한 인식 변화 및 관련성 분석

Att lära genom livsberättelser

It is known that life stories as well as research based on this kind of texts can provide university students with a deep and broad theoretical understanding. In the present study, a life story is compared with the research literature that does not use this type of texts as a method in education and research. The purpose is to discuss the possibilities and limitations in the choice of special education course literature. The problem investigated and discussed is how to describe similarities and differences between a life story and research based on other methods. Furthermore, the life story is reviewed for its possibilities to exemplify, deepen and clarify research results presented in literature where life stories have not been used. The life story that is analyzed in this study involves a father’s perception and experience of being a parent of a child with a developmental disorder. The results of the study show that an instructional design such as this, should create good conditions for giving the student general and specific knowledge in the fields where the life story is applied. The combination of two knowledge-­‐seeking methods can complement each other and, in this way, provide deeper understanding for the practicum that the students will undertake later.

A Systematic Review of Empirically Based Universal Design for Learning: Implementation and Effectiveness of Universal Design in Education for Students with and without Disabilities at the Postsecondary Level

This systematic review explored methods of UDL implementation for postsecondary students with and without disabilities and the degree to which these methods are effective. The authors examined 17 empirically based studies published across 12 journals focused on the application of UDL principles. The studies were analyzed with regard to 1) participant information, 2) courses and delivery mode, 3) independent and dependent variables, 4) implementation strategies, and 5) effectiveness of implementation. The analysis revealed that 15 of the studies reported effective outcomes, one study resulted in blended effects, and one did not discuss implementation. Two studies used a blended delivery mode for special education courses, and four studies used online delivery modes for a teacher education course and three professional development programs. Other studies used face-to-face instruction for teacher education, general courses, and workshops. The most common independent variables were UDL principle-based course design and implementation, followed by hands-on activities, training of instructors, peer-led team learning, and a collaborative professional development model. The dependent variables included course evaluation, learning outcomes, such as revision of lesson plans and technology use, and level of confidence or acquisition of knowledge about UDL and disabilities. Finally, multiple instructional strategies focusing on the UDL principles were utilized, to include web-based computer-mediated communication, web-based class management systems, interactions with technology and other participants, and learning community. Overall, the findings revealed promising learning outcomes as supported by the existing literature regarding the effectiveness and practicality of UDL for students with and without disabilities at the postsecondary level.

Changes in Pre-Service Teachers' Perception through the Training in Universal Design for Learning at the Introduction to Special Education Course

Changes in Pre-Service Teachers' Perception through the Training in Universal Design for Learning at the Introduction to Special Education Course

Preservice Turkish Teachers’ Views and Perceived Competence Related to Inclusive Education

The focus of this study was to examine the influence of special education course on preservice teachers' views of inclusive education. “Scale for view of inclusive education” was applied to 68 pre-service teachers and based on the pre and post-test scores, ten pre-service teachers were selected for identifying their views and perceived competences related to inclusive education. Case study design was used in the study and collected data analyzed by using content analysis. The findings indicated that preservice teachers presented both positive and negative views related to inclusive education while the present inclusive education practices they observed and the fear of unfavorable impact on regular students formed the reasons for negative view of inclusion. The results showed that lack of training in and experience with special needs students caused preservice teachers to illustrate low level perceived competences while experience with students with special needs resulted in high level perceived competences.

Pre-Service Educator Preparation to Teach Children with Disabilities Through Service-Learning

The purpose of the multi-year study discussed in this article was to investigate the impact of preservice educator participation in a community-based service-learning program for children with disabilities. Pre-service educators who were enrolled in either an adapted physical education or introduction to special education course participated in the Children’s Adaptive Physical Education Society!, a skill-development program for 35 children (ages 5-12) with developmental disabilities. Two measures—a modified regular education initiative survey and a reflective blog assignment—were administered to the participants to identify changes in their beliefs and attitudes toward teaching and including children with disabilities in their future classrooms. The results revealed statistically significant gains in their understanding, confidence, willingness, skill set, and educational satisfaction. Responses in the reflective blogs further supported the statistical findings, suggesting that a community-based learning program provides pre-service educators with sufficient experiences to positively and effectively change their beliefs and attitudes toward teaching and including children with disabilities in their future classrooms.

A INTERDISCIPLINARIDADE NO PROCESSO DE INCLUSÃO: A FORMAÇÃO DO EDUCADOR ESPECIAL NA PERSPECTIVA DA GESTÃO DO CONHECIMENTO

Este artigo tem como objetivo investigar a relação da formação de profissionais da Educação Especial e a interdisciplinaridade quanto à inclusão. Definindo-se a interdisciplinaridade como uma variável relevante no atendimento educacional especializado, bem como, pertencente ao desenvolvimento da gestão do conhecimento no contexto escolar. Por meio de uma abordagem qualitativa e da análise de conteúdo foram estudadas cinco ementas de disciplinas de um curso de Educação Especial, de descrições presentes em políticas públicas acerca do papel e das ações do educador especial, bem como, da descrição de três educadoras especiais acerca das suas percepções da interdisciplinaridade em sua formação. Observou-se que a interdisciplinaridade faz-se presente nas relações da prática educacional do educador especial, quanto ao modo de percepcionar às intervenções pedagógicas, e em relação ao modo de organizar e desenvolver o planejamento do atendimento e da avaliação dos alunos com necessidades educativas especiais.

ТАЙГА КАК МАРКЕР РЕГИОНАЛЬНОЙ ИДЕНТИЧНОСТИ В ПРОЗЕ А.М. БОНДАРЕНКО

Цель. Статья посвящена проявлению региональной идентичности в прозе писателей Красноярского края. Объектом рассмотрения стали повести, роман и рассказы А.М. Бондаренко, посвященные малой родине, предметом – образ тайги как важнейший маркер региональной идентичности.Методология и методы проведения работы. Основу исследования образуют герменевтический, структурно-семантический, сравнительно-сопоставительный методы.Результаты. В статье показано, что тайга как маркер региональной идентичности в прозе А.М. Бондаренко, с одной стороны, соответствует общепринятому представлению о Сибири, актуализируя дихотомию «свой – чужой», с другой – ее семантика определена спецификой местного региона.Область применения результатов. Материалы статьи могут быть использованы в образовательном процессе при чтении спецкурсов по региональной литературе.

Faculty Modeling Co-Teaching and Collaboration Practices in General Education and Special Education Courses in Teacher Preparation Programmes

Faculty Modeling Co-Teaching and Collaboration Practices in General Education and Special Education Courses in Teacher Preparation Programmes

특수교육과목이 예비체육교사의 통합체육에 대한 자기효능감에 미치는 영향

특수교육과목이 예비체육교사의 통합체육에 대한 자기효능감에 미치는 영향

Examining the Impact of an Experiential Learning Special Education Course on Pre-Service Science Teachers’ Perceptions About Inclusive Science Education

This research introduces an approach to science teacher education programs using experiential learning to educate pre-service science teachers about inclusive science education for special education needs (SEN) students. Utilizing experiential learning and reflective practice as frameworks, we designed a 15-week course to challenge pre-service science teachers’ assumptions about SEN learners and their roles as science teachers in inclusive science classrooms. In this paper, we describe features of the course and discuss the need to provide content-specific instruction for teachers about how to effectively meet the needs of SEN students in inclusive classroom settings. We offer important implications about the value of experiential learning for pre-service teachers and we highlight potential areas for transformation in special education, science teacher education, and professional development programs for pre- and in-service teachers in Korea.