Special Education Teacher Training Research Articles

PEDAGOGICAL ANALYSIS OF INCLUSIVE EDUCATION IMPLEMENTATION BY CANADIAN SCIENTISTS.

The article presents a pedagogical analysis of the introduction of inclusive education in the countries of North America, especially, Canada. The peculiarities of the introduction of the inclusive system of education by Canadian scientists are highlighted. The role of parents and teachers, educators and assistants in provision of pedagogical support of children with special needs in conditions of inclusive education in Canada and Ukraine is analyzed. The prerequisites for the successful implementation of inclusions, which are proven in the works of Canadian researchers, whose experience is also applied in the Ukrainian education system are: logical justification; tempo and resources; devotion to the cause; parents; leadership. Inclusive education is a process that involves the transformation of schools and other learning centers so as to cater for all children, including boys and girls, students from ethnic minorities, people affected by HIV and AIDS, and those with a disability and learning difficulties. Analysis of Canadian scientific literature makes it possible to distinguish the most important educational issues of the development of inclusive education: understanding the inclusion philosophy; lack of connection between research and practice of inclusive education; meeting the educational needs of children with special needs in the inclusive environment; providing students with special educational needs access to the general curriculum; lack of appropriate vocational training programs that would combine the training of general and special education teachers; involvement of special education specialists in support of children with special educational needs, who study in general educational institutions; ensuring effective training of teaching staff for qualitative inclusion. Consequently, one of the prerequisites for the effective organization of inclusive education for children with special educational needs in the North American countries is its staffing of teachers and assistants. Study of literary sources gives grounds to conclude about certain peculiarities of the development of the inclusive educational branch in the context of the preparation of children with the peculiarities of illumination. Prospects for further research include the study of the practical training of specialists in the introduction of inclusiveness in Canada and the learning of the experience of Canadian scholars in Ukraine.

How Do Students Describe Their Study Processes in the Competence-Based Vocational Special Education Teacher Training?

The competence-based approach has entered Finnish education after the recent reform of vocational education. Although there is plenty of research nationally and internationally about the idea of competence-based education, the student perspective has remained in the shadow. This research focused on vocational special education teacher students’ experiences of the competence-based education. They started at the Oulu University of Applied Sciences in 2014 in the new competence-based teacher training program. This was a narrative research focusing on the students’ (N = 20) descriptions of their study processes. The data consisted of their written narratives as well as personal interviews at the beginning and end of the study process. Students’ experiences of the different phases of education and perceived benefits and challenges of competence-based education are introduced as results. While the competence-based education seemed to serve well adult students participating in it, there are many definitions and practices that have to be studied and defined better. Suggestions for future development to enhance both vocational teacher training and competence-based education in general are discussed based on the findings.

Teacher candidates’ abilities to develop universal design for learning and universal design for transition lesson plans

ABSTRACT The current study was used to examine a universal design for learning (UDL) and universal design for transition (UDT) training intervention that was provided to 52 preservice and inservice teacher candidates enrolled in 2 special education teacher method courses. The UDL and UDT frameworks were used to support teachers’ efforts to develop lesson plans that meet a full range of student academic and transition needs. Following the intervention, teacher candidates showed significant improvements incorporating UDL and UDT components into lesson plans. Candidates reported widespread agreement that the UDL and UDT frameworks provided opportunities to develop lesson plans inclusive of all students, including students with disabilities in general education classrooms, and that the UDT framework would make learning opportunities more engaging and relevant for students. Limitations and implications for teacher education programmes are included. Future research regarding interventions and potentials for improved training of preservice and inservice special education teachers was discussed.

The impact of teacher training in special education on the implementation of inclusion in mainstream classrooms

ABSTRACT One of the most controversial problems regarding educational inclusion is the inherent contradiction between high demands and special needs. Faced with this challenge, many general education teachers turn to training programmes to compensate for special education knowledge they lack and to acquire special education teaching techniques. In this study conducted in Israel, 10 teachers who recently participated in a special education training programme were interviewed. The interviews revealed their frustration, in view of the absence of any preparation that would enable teachers in mainstream classes to accommodate students with learning disabilities. Importantly, the interviewees reported that after completing their coursework in special education, they experienced a change in their attitudes as well as in their ability to effectively implement inclusion in their classrooms. These findings add to the growing body of research [(Sokal and Sharma 2014. “In-service Teachers’ Concerns, Efficacy, and Attitudes About Inclusive Teaching and its Relationship with Teacher Training.” Exceptionality Education International 23 (1): 59–71; 2017. “Do I Really Need a Course to Learn to Teach Students with Disabilities? I’ve Been Doing It for Years.” Canadian Journal of Education/Revue Ccanadienne de Ll'éducation 40 (4): 739–760; Van Mieghem, Verschueren, Petry and Struyf, 2018. “An Analysis of Research on Inclusive Education: A Systematic Search and Meta Review.” International Journal of Inclusive Education, 1–15] that emphasises the importance of training teachers in mainstream frameworks to effectively address the special needs of their students. Thus, the current study concludes that not only special-education teachers should be privy to this knowledge, as is the current practice; rather, all teacher-education programmes should incorporate courses aimed at facilitating inclusive education.

Virtual discrete trial training for teacher trainees

It is crucial that teaching methods are conducted accurately when teaching children with autism spectrum disorder. This can be addressed by providing new teachers with ample opportunity to practice their teaching skills while receiving feedback from a supervisor. Unfortunately, due to lack of resources, this is not always possible. Advances in Virtual Reality and Virtual Human research are making technical solutions possible, where teachers can receive situational training in simulated environments with virtual students, virtual props and automated feedback. The aim of the present work was to apply this approach to the training of special education teachers that needed to master a teaching method called Discrete Trial Training (DTT), which is particularly well suited for teaching children with autism. The first phase of the project focused on supporting the method itself with constructive feedback and basic interaction with a virtual child. A study, based on in-depth single-subject design, with a group of real teacher trainees, indicates that the teachers were able to demonstrate basic DTT skills after experiencing teaching trials in a VR environment, indicating that this approach is viable.

From Sweden to South Africa: 14,500 km of Diversity in Special Education Teacher Preparation Programs

Event Abstract Back to Event From Sweden to South Africa: 14,500 km of Diversity in Special Education Teacher Preparation Programs Gail Coulter1, M. C. Lambert1 and M. Lynn Woolsey2* 1 Western Washington University, United States 2 Emirates College for Advanced Education, United Arab Emirates Background Special education teacher preparation programs vary widely across the world. This research highlights the commonalities, differences and innovative practices of special education preparation programs from a variety of selected universities from North America, Europe, Asia, Africa and the Middle East. Goals of the Study The purpose of the comparison is to identify and share effective practices and pioneering ideas about how best to prepare special education teachers to serve students with disabilities. Our ultimate goal is to stimulate and facilitate an international conversation about how the field prepares teachers for students with special needs so that we can learn from each other. Method This study included three types of data collection: 1.) Review of 115 College and University Websites, 2.) a 9 question survey and 3.) 48 selected in-depth e-mail conversations. Results included 48 personal responses representing 26 programs across Asia, Australia, North America, South America, Europe, the Middle East and Africa. Summary of Results Of the 48 responses, 20 of them were consistent across all dimensions. Consistent responses were from programs undergraduate/post baccalaureate and Master’s degree. Major differences between programs and countries included the fact that in more programs than not, any teacher can teach any child—including a child with disabilities. More programs were delivered in a hybrid fashion than a face-to-face model. Slightly more programs offered an Inclusive focus rather than a Generalist or Specialist focus. Sadly, in many programs, no practicum opportunities are offered. Although there are similarities across programs and across the world in SPED teacher preparation, some of the differences in training, such as no practicum offers and a license to teach any child regardless of disability, can mean that teachers walk into the classroom woefully underprepared to work with children who have disabilities. Conclusions Approximately 93 million children in the world have a disability but the prevalence could be even higher (UNICEF, 2018). The specialized training of their teachers varies across program, across countries and across continents. This study is an initial attempt to document the state of Special Education Teacher Training across multiple countries. Through the establishment of connections we hope to lay the foundation for future collaborations and research. Figure 1 References UNICEF (2017). Disabilities in programmes. UNICEF. Retrieved from: https://www.unicef.org/disabilities/index_65304.html Keywords: international special education, Training for Inclusive Education, Special Education Teacher Training Programs, International Teacher Training, Special education teacher training Conference: 4th International Conference on Educational Neuroscience, Abu Dhabi, United Arab Emirates, 10 Mar - 11 Mar, 2019. Presentation Type: Poster Presentation Topic: Educational Neuroscience Citation: Coulter G, Lambert MC and Woolsey M (2019). From Sweden to South Africa: 14,500 km of Diversity in Special Education Teacher Preparation Programs. Conference Abstract: 4th International Conference on Educational Neuroscience. doi: 10.3389/conf.fnhum.2019.229.00029 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 05 Mar 2019; Published Online: 27 Sep 2019. * Correspondence: Dr. M. Lynn Woolsey, Emirates College for Advanced Education, Abu Dhabi, United Arab Emirates, drmarylynnwoolsey@gmail.com Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Gail Coulter M. C Lambert M. Lynn Woolsey Google Gail Coulter M. C Lambert M. 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Starting the Conversation About Interdisciplinary Counselor and Teacher Training

School counselors and special education teachers are most often the professionals called upon to support students with intensive, challenging behavioral and emotional needs. However, research suggests that many preparation programs fail to provide training specific for intensive evidence-based interventions. We review the context and need for interdisciplinary school counselor and special education teacher training and provide a perspective on potential directions for addressing this need in professional preparation.

Teacher training in special education: study habits and teaching practice

The present research was carried out with students of the degree in Special Education of the normal school Fray Matías de Córdova, located in the city of Tapachula de Córdova and Ordóñez, Chiapas; Mexico. The objective of the article is to give an account of the study habits that the students have and the opinion they have of the teaching practice that the professors that form them perform. The results presented here were retrieved through a questionnaire applied to 101 students enrolled in the semester August 2015-January 2016. It was found that these students have as study habits mainly the realization of summaries and graphic organizers to appropriate the academic content of the anthology, which is a compilation of readings elaborated by a team of academics or by the teacher of a subject. At the same time, it was also found that the physical space of the house is the place where they especially perform the process of attending school tasks; As for the opinion students have of the teaching practice of the teachers, they pointed out that the student's oral presentations, the individual participation, the delivery of works and the written exam are daily practices in the professors that form them. It is concluded that the study habits and the teaching practices of the teacher trainers are interwoven in the training of teachers in special education.

A review of the implementation of inclusive education in Zimbabwe: challenges and opportunities

The purpose of this review was to, using literature, examine the various challenges faced in the implementation of inclusive education in Zimbabwe. Existing opportunities for the implementation of inclusive education were also explored. Literature indicates that challenges of implementing inclusive are more visible in sub-Saharan Africa than in the other parts of the world. The main challenges that were identified during review and synthesis of literature as affecting Zimbabwe in particular included lack of resources, inaccessibility of schools, ambiguity or complete lack of policies and laws, structural barriers, cultural stereotypes and negative attitudes, lack of political will, low teacher-pupil ratio, curriculum inaccessibility and research concerns. It also emerged from the review that opportunities such as the vast interest the government of Zimbabwe has invested in general education since 1980 which has culminated in the construction of several mainstream schools and training of specialist and special education teachers can be exploited for full inclusion of learners with disabilities. From the information gathered, the review concluded that the major causes of the many challenges affecting Zimbabwe are lack of political will, unclear policies and lack of funding. Meanwhile, the existing opportunities were seen to have potential for the successful implementation of inclusive education in Zimbabwe. On these bases, the review recommended mainly raising awareness among educational stakeholders, standardization of training, policy review, improved funding and restructuring of the implementation strategy.

2. Formación del docente de educación especial y la educación inclusiva como política del estado venezolano

La educación inclusiva necesita que la Modalidad de Educación Especial cuente con un docente capaz de diversificar su rol orientador con miras a promover la participación efectiva de todos los actores sociales del hecho educativo, en y para el fomento de valores inclusivos que favorezcan la atención educativa del estudiantado, sin discriminación. El objetivo de esta investigación documental fue analizar la formación del docente de Educación Especial en consonancia con los desafíos de la Educación Inclusiva como Política del Estado venezolano. Se analizaron fuentes bibliográficas y electrónicas sobre educación inclusiva y su fundamentación legal internacional y nacional. Esto posibilitó la reflexión para la construcción de un marco conceptual que permita vislumbrar la formación del docente de Educación Especial. Se concluyó en la necesidad de que este docente gestione un trabajo mancomunado familia-escuela-comunidad como parte sustantiva del proceso educativo inclusivo y promueva los cambios concienciales requeridos en la comunidad escolar

Pamiętnik Warszawskiego Instytutu Głuchoniemych i Ociemniałych źródłem wiedzy o zagranicznych instytucjach kształcenia specjalnego

In the nineteenth century, along with the organization of institutional care and education for people with disabilities, there emerged a need to create theories in this field. Following the formation of practical and theoretical foundations of special education, it became necessary to popularize them. In Poland, this task was taken on in the Diary of the Warsaw Institute for the Deaf and the Blind. The material presented shows the problem of the dissemination of foreign institutions' achievements in the area of special education theory and practice. The basis are articles published on the pages of all the seventeen issues of this magazine. Articles concerning special education in other countries referred to such important issues as educational legislation, compulsory education, organization of the special education system, teaching methods, curricula, teaching materials and teacher training for special education. These publications were the result of the authors' own experiences, who visited foreign institutions, and were extremely important for the creation of special educators' community in Poland. They were not only informative but also constituted a form of teacher development for teachers in schools and special centers.

The Role of Regional Higher Education Institutions in Creating Conditions for People with Disabilities in Inclusive Educational Environment of the Russian Federation

Background: This article analyzes the problems concerning creation of conditions for inclusive education for people with disabilities, and Russia’s readiness and preparedness to implement the government initiatives. Methods: Analyzing and discussing the existing problems, the authors present an overview of the normative and scientific contexts of inclusive education in the region offering a generalization of their own experience in engaging the University in solving the problems of education accessibility for people with limited health. Findings: In general, the existing experience and its analysis allow stating that higher education has considerable potential to improve regional system of assistance for children with disabilities and complete satisfaction of their special educational needs. Singling out the determinants of the regional policy in creating legal and organizational support, we can distinguish key aspects in the state guarantees and protection of the inclusive education implementation that are expected from higher education institutions. The university is mainly responsible for special and inclusive education teacher training in the fields of teaching Bachelor's and Master's programs and also in the system of additional vocational training. Higher education has the potential to improve regional systems of educational assistance for children with disabilities and to meet and satisfy their special educational needs. Improvements: Dedicated problems require a broad interdepartmental interaction and discussion. It is necessary to involve not only the regional authorities, but also the federal government to solve these problems.

Zihin Engelliler Öğretmenliği Öğrencilerinin Kaynaştırma Uygulamalarına ve Öğrenim Gördükleri Bölüme Bakışlarının Değerlendirilmesi

In this study, the views of teacher candidates from intellectual disabilities teacher training program towards participation of children with special needs in and the teacher training program they are enrolled was evaluated. Total of 59 teacher candidates, 18 of them worked in a research project as observers, completed a form according to instructions. The form included two cases about participation of children with special needs in inclusive settings. Results indicated that all teacher candidates generally, whether worked in the project or not, have negative views on participation of children with special needs in inclusion. Teacher candidates working in the research project have more negative views on the idea of inclusion helps other students' acceptance of differences. Moreover, teacher candidates working in the project have significantly more satisfied with the teacher training program and more hopeful about the future. Extended Abstract Purpose and Significance: In Turkey, efforts of special education teacher training started in 1952 in Gazi Education Institute with the establishment of the special education department, and today, the process is continuing with the departments of teaching individuals with intellectual disabilities, teaching individuals with visually impaired, teaching individuals with hearing impaired, and teaching gifted individuals in 17 universities. Due to staff shortages in education of individuals with intellectual disabilities, undergraduate programs for teaching individuals with intellectual disabilities are more than all other special education undergraduate programs in universities and efforts of opening new programs continue in other universities. The transition period that started in 1960s in education of individuals with intellectual disabilities ended with the acceptance of inclusion. Education together or is based on the conception of students with disabilities taking education in the same

Innovative Approach of Correction of Sound Pronunciation with Elements of Phonetic Rhythmic

On the basis of Academician Y. A. Buketov Karaganda state university (Kazakhstan) there has been developed and implemented into educational process the correctional technology of prevention, identification and elimination of disorders of sound pronunciation in children with logopathy with the use of auxiliary (special) means helping to increase the effectiveness of process of vocational training of the students being trained in Defectology. To achieve quality changes in process of vocational training of students in the specialty "Defectology"; to reorient the content of the main subjects for special education teachers taking into account their professional requirements and order of employers. The methods are based on development and implementation into educational process of innovative technologies on correction of prevention, identification and elimination of sound pronunciation disorders in children with logopathy with the use of auxiliary (special) means. The results of the carried out experiment, which allow to draw a conclusion on quality changes in the course of training of special education teachers when using in educational process the professionally oriented correctional technologies are presented. For the first time the process of vocational training of future special education teachers is carried out with studying the major subject "Correction of sound pronunciation with elements of phonetic rhythmics", which allows to carry out the training of specialists in a complex with specialist disciplines of a logopedic cycle of the specialty "Defectology". It can be used by students of special education in practice of innovative approaches of correction of sound pronunciation with elements of phonetic rhythmics in correction of speech of children with any speech pathology, as well as in preventive and diagnostic work with children of preschool and school age. Besides, the offered technology of correction of sound pronunciation with elements of phonetic rhythmics can be adapted for any language containing the sounds identical in their acoustic-articulatory characteristics to the sounds of the Russian language. DOI: 10.5901/mjss.2016.v7n2s1p206

Ways of restructuring and reforming the special education teacher training system associated with college of education - Based on the analysis of Bologna Process reform model -

Ways of restructuring and reforming the special education teacher training system associated with college of education - Based on the analysis of Bologna Process reform model -

THE IMPACT OF AN IN-SERVICE TRAINING PROGRAM ON THE SELF-EFFICACY OF SPECIAL AND GENERAL EDUCATION TEACHERS

Teachers’ professional development is the key to education improvement. On that basis, the present study aimed to investigate the impact of a 6-month in-service training program in the context of the continuing professional development for educators on educational practice. The main objective of the training program was to improve the educators’ teaching skills, to enrich their practices with the most effective strategies and with the newest findings from research evidence in order to increase the quality of their educational interventions for students with special educational needs. An innovation of that program was the simultaneous training of both general and special education teachers in pairs, smoothing the dividing lines between general and special education in their daily instructional practice. The participants were 30 educators, divided into 15 pairs. Each pair was working in the same inclusive school sharing the responsibility of the educational support of a student with learning problems. The estimation of the impact of the program was investigated by measuring the educators’ increasing sense of self-efficacy in relation to their instructional skills and overall effectiveness of their educational interventions for their students with learning difficulties. A pre and post evaluation research design was employed and the findings showed that the training program had a positive impact on the educators’ self-efficacy and their effectiveness regarding collaborative educational interventions for their students. Key words: continuing professional development, in-service training, self-efficacy.

Special Education Teacher-Training Programs in the United States and Turkey: Educational Policies and Practices and Their Repercussions on the Supply and Demand for Special Education Teachers in Turkey

Educational institutions vary dramatically in their levels of development and implementation of teacher-training programs in special education. This comparative study observes the differences between teacher-training programs in this area between two universities in the United States and Turkey. The study presents legislations at the international, national, and local levels concerning special education. The study continues with an overview of teacher-training programs offered by these two institutions and highlights their characteristics regarding special education. The study provides policy recommendations regarding increasing the demand for special education teachers in Turkey.

Öğretmen Adaylarının Zihin Engelliler Sınıf Öğretmenleri ve Uygulama Sınıflarına İlişkin Görüşleri

In this study, the pre-service teachers of the Department of Special Education Teacher Training in Mental Retardation of Abant Izzet Baysal University were interviewed in order to examine their opinions about the practicum schools and practicum teachers (mentors). The interviews were realized in a semi-structured interview form and the data were analyzed descriptively. 24 volunteer participants were participated in the study and the interviews lasted 25-75 minutes. The results of the study revealed in two major topics: The opinions of student teachers on(a) practicum teachers, and (b) practicum schools. According to the opinions of the teacher candidates it is revealed that practice classroom teachers’ guidance during the implementation process, giving feedback, individualized education program, behavior modification and reinforcement and help for teacher candidates is not sufficient. In terms of the findings related to the classroom environment it is revealed that the classroom environment is not appropriate with regard to the physical conditions

The Readiness of Special Education Trainees to Teach in Inclusive Program

The training of Special education teachers have been given attention by the Ministry of Education, Malaysia. Since 1996 Special education was given the same priority as other areas in the development of education in Malaysia. In order to implement effective teaching and learning in inclusive program, teachers should be prepared and understand about the program. Therefore, this study is aimed to investigate the knowledge and attitude of special education student teachers to teach in inclusive education programs. This study used questionnaires as an instrument and a sample of 80 trainees from Universiti Pendidikan Sultan Idris. The design of this study was descriptive by using Likert Scale which is tabulated in percentage, frequency and mean score. Based on the data analysis, it is found that the percentage and the readiness of special education trainees are at a high level. However, innovation in teaching and practical training still need to be provided sufficiently in order to provide an opportunity for trainees to get hands on experience.

Alguns efeitos do nosso tempo na formação de professores da Educação Especial

http://dx.doi.org/10.5902/1984686X7655 A vontade de saber e problematizar aquilo que parece tranquilo e naturalizado em torno da formação do professor/a da Educação Especial é os efeitos de uma estratégia política neoliberal que opera nos processos de objetivação/sujeição de um sujeito que se produz profissional da Educação Especial. A trama que legitima processos de formação, como um eterno momento de aprendizagem para a profissão, é um modo de subjetivação no qual, todos são capturados a exercermos sobre nós mesmos um tipo de poder que se dobra a partir das relações que exercemos sobre nós mesmos e sobre os outros. Este texto problematiza as discussões em torno da formação de professores da Educação Especial a partir de três temas, são eles: a Inclusão, a Escola inclusiva e a Educação para todos; o binômio da Educação Especial que apresenta o campo clínico em contrário ao da Educação; e, a perspectiva totalizante e polivalente que vem contornando o discurso da política de formação do professor/a da Educação Especial. Para concluir, apontamos a necessidade de desnaturalizar um modelo dado à formação de professores/a da Educação Especial, para que possamos perceber contingencialmente os regimes de verdade e a racionalidade política que organizam e estruturam tal formação. Propomo-nos a pensar sobre os efeitos que estes regimes de verdade, já que não temos como escapar deles, produzem no modo como se subjetivam aqueles, que pela formação, constituem-se professores de tal campo.