Pub Date : 2021-10-09DOI: 10.1177/08884064211046230
Daniel M. Maggin, Tai A. Collins, J. A. Foster, Meagan N. Scott, Kandace W Mossing, Catrina Dorsey
The field of special education continues to grapple with the presence and implications of disproportional representation related to race and ethnicity. While research focuses mostly on disproportional representation of students, there remains long-standing acknowledgment that too few students of color populate our special education university doctoral programs. The present study, therefore, surveyed current special education faculty members at doctoral degree granting institutions to understand the practices used to recruit and retain doctoral students of color and perspectives on their programs’ climate related to racial and ethnic diversity. In addition, the research team conducted a series of exploratory analyses to examine whether responses depended on respondent race or whether the respondent worked at a minority-serving institution. Results suggest a general commitment to increasing doctoral student diversity; however, there appears a lack of formalized plans and culturally relevant coursework. Findings of the exploratory analyses suggest that programs within minority-serving institutions may provide important leadership in this area. We conclude with limitations and recommendations for doctoral programs.
{"title":"Faculty Perspectives on the Recruitment, Retention, and Preparation of Special Education Doctoral Students of Color","authors":"Daniel M. Maggin, Tai A. Collins, J. A. Foster, Meagan N. Scott, Kandace W Mossing, Catrina Dorsey","doi":"10.1177/08884064211046230","DOIUrl":"https://doi.org/10.1177/08884064211046230","url":null,"abstract":"The field of special education continues to grapple with the presence and implications of disproportional representation related to race and ethnicity. While research focuses mostly on disproportional representation of students, there remains long-standing acknowledgment that too few students of color populate our special education university doctoral programs. The present study, therefore, surveyed current special education faculty members at doctoral degree granting institutions to understand the practices used to recruit and retain doctoral students of color and perspectives on their programs’ climate related to racial and ethnic diversity. In addition, the research team conducted a series of exploratory analyses to examine whether responses depended on respondent race or whether the respondent worked at a minority-serving institution. Results suggest a general commitment to increasing doctoral student diversity; however, there appears a lack of formalized plans and culturally relevant coursework. Findings of the exploratory analyses suggest that programs within minority-serving institutions may provide important leadership in this area. We conclude with limitations and recommendations for doctoral programs.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"45 1","pages":"227 - 245"},"PeriodicalIF":2.9,"publicationDate":"2021-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45735035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-07DOI: 10.1177/08884064211037377
A. Mickelson, V. Correa, V. Stayton
The movement toward collaborative models of preservice early childhood preparation, those that attempt to “blend” preparation for both early childhood education (ECE) and early intervention/early childhood special education (EI/ECSE), is entering its fourth decade. This position paper presents a historical analysis of the blended movement through a conceptual framework based on a social foundations perspective that highlights how sociopolitical and foundational influences have affected blended preparation over time. Although blended models were first explored as a means to reconceptualize early childhood preservice preparation for inclusion, the recommendations shared in this article center on the need to reconceptualize blended preparation itself. A call to action is proposed for the development of a robust research agenda and the strategic coordination of advocacy to ensure current and future blended preparation meets the needs of the increasingly diverse contexts, roles, and responsibilities of ECE and EI/ECSE practitioners.
{"title":"Blended Preparation in Early Childhood and Early Intervention/Early Childhood Special Education: Reflecting on the Past, Paving a Path Forward","authors":"A. Mickelson, V. Correa, V. Stayton","doi":"10.1177/08884064211037377","DOIUrl":"https://doi.org/10.1177/08884064211037377","url":null,"abstract":"The movement toward collaborative models of preservice early childhood preparation, those that attempt to “blend” preparation for both early childhood education (ECE) and early intervention/early childhood special education (EI/ECSE), is entering its fourth decade. This position paper presents a historical analysis of the blended movement through a conceptual framework based on a social foundations perspective that highlights how sociopolitical and foundational influences have affected blended preparation over time. Although blended models were first explored as a means to reconceptualize early childhood preservice preparation for inclusion, the recommendations shared in this article center on the need to reconceptualize blended preparation itself. A call to action is proposed for the development of a robust research agenda and the strategic coordination of advocacy to ensure current and future blended preparation meets the needs of the increasingly diverse contexts, roles, and responsibilities of ECE and EI/ECSE practitioners.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"45 1","pages":"101 - 122"},"PeriodicalIF":2.9,"publicationDate":"2021-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48004088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-04DOI: 10.1177/08884064211015698
Mary Catherine Scheeler, Andrew M. Markelz, Jonte' C. Taylor, Divya S. Deshpande, Pamela S. Wolfe
Bullying in schools is a national problem receiving much needed attention. Teacher workplace bullying is a lesser known but equally debilitating problem. Our purpose in doing this study is to examine the problem of teacher workplace bullying and its effect on teachers, students, and schools. We surveyed 173 general and special education teachers to determine the extent that teachers report workplace bullying by other teachers and administrators. We used the Negative Acts Questionnaire–Revised to examine three constructs of workplace bullying—personal, work-related, and physical intimidation. We also examined differences in self-reported workplace bullying between general and special education teachers. Results suggest special education teachers reported a significantly high level of workplace bullying compared with general education teachers. Unsatisfactory administrative support was the most significant factor contributing to workplace dissatisfaction overall. We offer possible starting points to deal with the problem and discuss implications for teachers, students, and the field.
{"title":"Teacher Workplace Bullying: How Pervasive is the Problem?","authors":"Mary Catherine Scheeler, Andrew M. Markelz, Jonte' C. Taylor, Divya S. Deshpande, Pamela S. Wolfe","doi":"10.1177/08884064211015698","DOIUrl":"https://doi.org/10.1177/08884064211015698","url":null,"abstract":"Bullying in schools is a national problem receiving much needed attention. Teacher workplace bullying is a lesser known but equally debilitating problem. Our purpose in doing this study is to examine the problem of teacher workplace bullying and its effect on teachers, students, and schools. We surveyed 173 general and special education teachers to determine the extent that teachers report workplace bullying by other teachers and administrators. We used the Negative Acts Questionnaire–Revised to examine three constructs of workplace bullying—personal, work-related, and physical intimidation. We also examined differences in self-reported workplace bullying between general and special education teachers. Results suggest special education teachers reported a significantly high level of workplace bullying compared with general education teachers. Unsatisfactory administrative support was the most significant factor contributing to workplace dissatisfaction overall. We offer possible starting points to deal with the problem and discuss implications for teachers, students, and the field.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"45 1","pages":"123 - 140"},"PeriodicalIF":2.9,"publicationDate":"2021-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/08884064211015698","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49589829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-10DOI: 10.1177/08884064211001453
Sharon M. Walters, S. Hirsch, Georgia McKown, Alex Carlson, Abigail A. Allen
Given the critical importance of discrete instructional practices in special education, teacher candidates must be prepared to implement them upon entering the classroom. In preservice teacher education programs, field placements and clinical experiences rarely provide enough opportunities for preservice teachers to gain the proficiency needed to provide effective instruction. In this study, a randomized control research design was used to investigate the effects of a mixed-reality simulation experience compared with traditional classroom practice in the implementation of a system of least prompts. Results suggest that mixed-reality simulation with additional coaching supports significantly improved preservice teachers’ implementation of the prompting sequence. Social validity data collected offer insights into the use of mixed-reality simulation in practice with preservice teachers. Limitations and suggestions for future work are discussed.
{"title":"Mixed-Reality Simulation With Preservice Teacher Candidates: A Conceptual Replication","authors":"Sharon M. Walters, S. Hirsch, Georgia McKown, Alex Carlson, Abigail A. Allen","doi":"10.1177/08884064211001453","DOIUrl":"https://doi.org/10.1177/08884064211001453","url":null,"abstract":"Given the critical importance of discrete instructional practices in special education, teacher candidates must be prepared to implement them upon entering the classroom. In preservice teacher education programs, field placements and clinical experiences rarely provide enough opportunities for preservice teachers to gain the proficiency needed to provide effective instruction. In this study, a randomized control research design was used to investigate the effects of a mixed-reality simulation experience compared with traditional classroom practice in the implementation of a system of least prompts. Results suggest that mixed-reality simulation with additional coaching supports significantly improved preservice teachers’ implementation of the prompting sequence. Social validity data collected offer insights into the use of mixed-reality simulation in practice with preservice teachers. Limitations and suggestions for future work are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"340 - 355"},"PeriodicalIF":2.9,"publicationDate":"2021-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/08884064211001453","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47820316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-10DOI: 10.1177/08884064211001447
Jiyeon Park, A. Bagwell, D. Bryant, Brian R. Bryant
Assistive technology (AT), a major source of adapted educational services, has been accepted as a valuable tool for students with disabilities in schools. Teacher readiness is a key factor in determining a student’s successful inclusion, but many general and special education teachers are not fully prepared to implement AT in schools. In this study, special and general education preservice teachers received introductory instruction on AT, including lecture, demonstration of AT devices, discussion, and hands-on experience, at the Assistive and Instructional Technology (AIT) Lab. After the AIT Lab orientation, preservice teachers in both special and general education responded with higher scores regarding their preparedness to implement AT and more positive perspectives toward AT. The results showed that the AIT orientation was particularly beneficial to general education preservice teachers in their preparation for implementing AT.
{"title":"Integrating Assistive Technology Into a Teacher Preparation Program","authors":"Jiyeon Park, A. Bagwell, D. Bryant, Brian R. Bryant","doi":"10.1177/08884064211001447","DOIUrl":"https://doi.org/10.1177/08884064211001447","url":null,"abstract":"Assistive technology (AT), a major source of adapted educational services, has been accepted as a valuable tool for students with disabilities in schools. Teacher readiness is a key factor in determining a student’s successful inclusion, but many general and special education teachers are not fully prepared to implement AT in schools. In this study, special and general education preservice teachers received introductory instruction on AT, including lecture, demonstration of AT devices, discussion, and hands-on experience, at the Assistive and Instructional Technology (AIT) Lab. After the AIT Lab orientation, preservice teachers in both special and general education responded with higher scores regarding their preparedness to implement AT and more positive perspectives toward AT. The results showed that the AIT orientation was particularly beneficial to general education preservice teachers in their preparation for implementing AT.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"363 3","pages":"141 - 159"},"PeriodicalIF":2.9,"publicationDate":"2021-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/08884064211001447","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41281244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-24DOI: 10.1177/08884064211001455
J. Shurr, Emily C. Bouck, Meaghan M. McCollow
Teachers of students with extensive support needs (ESN) often perform many leadership-related tasks, such as supervising paraprofessionals or advocating school wide for student accessibility and inclusion. While teacher leadership has received considerable attention in research and practice, much of the attention has resided in general education and on formal pathways toward increased responsibility in the school. In this study, the authors explored the perspective and experiences related to teacher leadership competencies of both teachers and teacher educators in the field of ESN in one midwestern state. Teachers reported high confidence and moderate to high engagement in each of the competencies, contrasted with self-reported low coverage of many related topics in their teacher training programs. Teacher educators perceived the competencies as highly relevant to the teaching position and generally held moderate to high confidence in their program coverage and their student preparation to perform the related activities.
{"title":"Examining Teacher and Teacher Educator Perspectives of Teacher Leadership in Extensive Support Needs","authors":"J. Shurr, Emily C. Bouck, Meaghan M. McCollow","doi":"10.1177/08884064211001455","DOIUrl":"https://doi.org/10.1177/08884064211001455","url":null,"abstract":"Teachers of students with extensive support needs (ESN) often perform many leadership-related tasks, such as supervising paraprofessionals or advocating school wide for student accessibility and inclusion. While teacher leadership has received considerable attention in research and practice, much of the attention has resided in general education and on formal pathways toward increased responsibility in the school. In this study, the authors explored the perspective and experiences related to teacher leadership competencies of both teachers and teacher educators in the field of ESN in one midwestern state. Teachers reported high confidence and moderate to high engagement in each of the competencies, contrasted with self-reported low coverage of many related topics in their teacher training programs. Teacher educators perceived the competencies as highly relevant to the teaching position and generally held moderate to high confidence in their program coverage and their student preparation to perform the related activities.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"45 1","pages":"160 - 179"},"PeriodicalIF":2.9,"publicationDate":"2021-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/08884064211001455","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44278580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-23DOI: 10.1177/0888406421996070
Delinda van Garderen, Amy M. Scheuermann, Kate M. Sadler, Stephanie Hopkins, Stacy Hirt
Recognizing the multiple interacting layers of pedagogical content knowledge, in this article, we present the findings from a study that examined the extent to which participation in case-based instruction about self-generated visual representations (VRs) supported special education pre-service teachers (N = 25) in enhancing their (a) knowledge of VRs, specifically what and how to teach, as a strategy for solving mathematics problems, and (b) applied instructional practices, specifically analysis of student knowledge and instructional planning, about VRs for students with disabilities (SWDs) to solve mathematics problems. The data revealed that case-based instruction about VRs in a special education mathematics methods course enriched pre-service teachers personal understanding about VRs and their ability to target SWDs learning needs regarding VRs. Implications for pre-service teacher preparation and research are provided.
{"title":"Preparing Pre-Service Teachers to Use Visual Representations as Strategy to Solve Mathematics Problems: What Did They Learn?","authors":"Delinda van Garderen, Amy M. Scheuermann, Kate M. Sadler, Stephanie Hopkins, Stacy Hirt","doi":"10.1177/0888406421996070","DOIUrl":"https://doi.org/10.1177/0888406421996070","url":null,"abstract":"Recognizing the multiple interacting layers of pedagogical content knowledge, in this article, we present the findings from a study that examined the extent to which participation in case-based instruction about self-generated visual representations (VRs) supported special education pre-service teachers (N = 25) in enhancing their (a) knowledge of VRs, specifically what and how to teach, as a strategy for solving mathematics problems, and (b) applied instructional practices, specifically analysis of student knowledge and instructional planning, about VRs for students with disabilities (SWDs) to solve mathematics problems. The data revealed that case-based instruction about VRs in a special education mathematics methods course enriched pre-service teachers personal understanding about VRs and their ability to target SWDs learning needs regarding VRs. Implications for pre-service teacher preparation and research are provided.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"319 - 339"},"PeriodicalIF":2.9,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406421996070","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42093558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-19DOI: 10.1177/0888406421996069
Carlyn O. Mueller
The present qualitative interview study explored disability identity development, a unique aspect of identity, and its relationship to school and special education. Adults with disabilities (n = 9) reflected on their schooling experiences in special education through a life history interview and semi-structured interview about their schooling experiences. The participants identified a lack of disability representation in curriculum, lack of connections to disability community, and lack of teachers and school community members as important factors to their sense of disconnection from disability identity and distancing themselves from their disability label during school. This study suggests the power and potential of special education to develop disability community and identity in students with disabilities. Implications for future research and practice are discussed.
{"title":"“I Didn’t Know People With Disabilities Could Grow Up to Be Adults”: Disability History, Curriculum, and Identity in Special Education","authors":"Carlyn O. Mueller","doi":"10.1177/0888406421996069","DOIUrl":"https://doi.org/10.1177/0888406421996069","url":null,"abstract":"The present qualitative interview study explored disability identity development, a unique aspect of identity, and its relationship to school and special education. Adults with disabilities (n = 9) reflected on their schooling experiences in special education through a life history interview and semi-structured interview about their schooling experiences. The participants identified a lack of disability representation in curriculum, lack of connections to disability community, and lack of teachers and school community members as important factors to their sense of disconnection from disability identity and distancing themselves from their disability label during school. This study suggests the power and potential of special education to develop disability community and identity in students with disabilities. Implications for future research and practice are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"189 - 205"},"PeriodicalIF":2.9,"publicationDate":"2021-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406421996069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42340627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-04DOI: 10.1177/0888406421994336
Rhonda D. Miller, Nicole M. Uphold
With increasing demands for teacher accountability, today’s teachers are tasked with meeting both the academic and behavioral needs of their students. Being able to efficiently manage classroom behavior can maximize classroom time for instruction. In a multiple-probe across participants design study, we investigated the effects of content acquisition podcasts (CAPs) plus video along with coaching feedback on preservice teachers’ use of behavior-specific praise statements. Preservice teachers in elementary, intermediate, middle, and high school settings participated during their final internship in a special education preparation program. Direct observations over a 9-week period showed an increase in the use of behavior-specific praise statements across participants. Implications for research and teacher education are discussed.
{"title":"Using Content Acquisition Podcasts to Improve Preservice Teacher Use of Behavior-Specific Praise","authors":"Rhonda D. Miller, Nicole M. Uphold","doi":"10.1177/0888406421994336","DOIUrl":"https://doi.org/10.1177/0888406421994336","url":null,"abstract":"With increasing demands for teacher accountability, today’s teachers are tasked with meeting both the academic and behavioral needs of their students. Being able to efficiently manage classroom behavior can maximize classroom time for instruction. In a multiple-probe across participants design study, we investigated the effects of content acquisition podcasts (CAPs) plus video along with coaching feedback on preservice teachers’ use of behavior-specific praise statements. Preservice teachers in elementary, intermediate, middle, and high school settings participated during their final internship in a special education preparation program. Direct observations over a 9-week period showed an increase in the use of behavior-specific praise statements across participants. Implications for research and teacher education are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"300 - 318"},"PeriodicalIF":2.9,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406421994336","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44051445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-25DOI: 10.1177/0888406421992376
Emily C. Bouck, Phil Sands, Holly M. Long, Aman Yadav
Increasingly in K–12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for students with disabilities is through preparing special education teachers to do so. In this study, researchers explore exposing special education preservice teachers to the ideas of CT/CS in the context of a mathematics methods course for students with disabilities or those at risk of disability. Through analyzing lesson plans and reflections from 31 preservice special education teachers, the researchers learned that overall emerging promise exists with regard to the limited exposure of preservice special education teachers to CT/CS in mathematics. Specifically, preservice teachers demonstrated the ability to include CT/CS in math lesson plans and showed understanding of how CT/CS might enhance instruction with students with disabilities via reflections on these lessons. The researchers, however, also found a need for increased experiences and opportunities for preservice special education teachers with CT/CS to more positively impact access for students with disabilities.
{"title":"Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics","authors":"Emily C. Bouck, Phil Sands, Holly M. Long, Aman Yadav","doi":"10.1177/0888406421992376","DOIUrl":"https://doi.org/10.1177/0888406421992376","url":null,"abstract":"Increasingly in K–12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for students with disabilities is through preparing special education teachers to do so. In this study, researchers explore exposing special education preservice teachers to the ideas of CT/CS in the context of a mathematics methods course for students with disabilities or those at risk of disability. Through analyzing lesson plans and reflections from 31 preservice special education teachers, the researchers learned that overall emerging promise exists with regard to the limited exposure of preservice special education teachers to CT/CS in mathematics. Specifically, preservice teachers demonstrated the ability to include CT/CS in math lesson plans and showed understanding of how CT/CS might enhance instruction with students with disabilities via reflections on these lessons. The researchers, however, also found a need for increased experiences and opportunities for preservice special education teachers with CT/CS to more positively impact access for students with disabilities.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"221 - 238"},"PeriodicalIF":2.9,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406421992376","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45573024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：