What teachers know about teaching reading to students with developmental disabilities: A survey of special educators

2021 ◽  
Author(s):  
Carlin Conner ◽  
Francesca Jones ◽  
Lynn Ahlgrim‐Delzell ◽  
Samantha Walte ◽  
Jill Allor
Keyword(s):  
Developmental Disabilities ◽  
Special Educators ◽  
Teaching Reading

The Effects of Secondary Special Education Preparation in Reading: Research to Inform State Policy in a New Era

2017 ◽  
Vol 41 (1) ◽  
pp. 70-85 ◽  
Author(s):  
Kimberly M. Knackstedt ◽  
Melinda M. Leko ◽  
Molly Baustien Siuty
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Special Educators ◽  
Multinomial Logistic Regression ◽  
Special Education Teacher ◽  
Future Research ◽  
Teaching Reading ◽  
New Era ◽  
State Education ◽  
Two Factors

In this study, the authors present findings from a survey of 577 secondary special educators in a large Midwestern state regarding their reading pre-service and in-service teacher preparation and its effect on teachers’ sense of preparedness for teaching reading to adolescents with disabilities. Six models were fitted using multinomial logistic regression analyses. Results demonstrate the importance of two factors in preparing special educators who have a high sense of preparedness for teaching reading to adolescents with disabilities. The first is pre-service coursework that uses practice-based pedagogical approaches as opposed to passive lecture and the second is more extensive in-service professional development. The results are discussed in light of the Every Student Succeeds Act (ESSA) and its delegation of teacher preparation policy to state education agencies. Implications for future research and policy in special education teacher preparation are provided.

scholarly journals Perspective of Teachers on the Cross-Curricular Pedagogical Approach for Children with Developmental Disabilities

2021 ◽  
pp. 281-292
Author(s):  
Shaina Mary Paul ◽  
Naveen Singh
Keyword(s):  
Developmental Disabilities ◽  
Special Educators ◽  
Primary Teachers ◽  
Survey Method ◽  
Pedagogical Approach ◽  
National Education ◽  
National Education Policy ◽  
The Cross ◽  
And Training ◽  
Children With Developmental Disabilities

The National Education Policy 2020 has voiced its interest and need for an evolved pedagogy attuned to the importance of quality education for all. The policy stresses the importance of one such creative pedagogical approach called the cross-curricular pedagogical approach. This study aims to assess the level of awareness and perspective of primary teachers, on the cross-curricular approach for children with developmental disabilities. The sample includes 100 teachers (50 general teachers and 50 special educators) in inclusive schools of Delhi-NCR. The data was collected using the survey method. Results indicate that 56% of general teachers and 80% of special educators are aware of the term ‘cross-curricular pedagogical approach. However, only 22% of general teachers and 34% of special educators have attended workshops and training sessions on cross-curricular pedagogical approaches. Many of the general teachers and special educators expressed a positive perception towards forging linkages between subject disciplines for teaching children with developmental disabilities in inclusive classrooms.

Peer Interactions and Academic Engagement of Youth With Developmental Disabilities in Inclusive Middle and High School Classrooms

2008 ◽  
Vol 113 (6) ◽  
pp. 479-494 ◽  
Author(s):  
Erik W. Carter ◽  
Lynn G. Sisco ◽  
Lissa Brown ◽  
Dana Brickham ◽  
Zainab A. Al-Khabbaz
Keyword(s):  
High School ◽  
High School Students ◽  
Developmental Disabilities ◽  
General Education ◽  
Small Group ◽  
Academic Engagement ◽  
Special Educators ◽  
Peer Interactions ◽  
Group Instruction ◽  
School Students

Abstract We examined the peer interactions and academic engagement of 23 middle and high school students with developmental disabilities within inclusive academic and elective classrooms. The extent to which students with and without disabilities interacted socially was highly variable and influenced by instructional format, the proximity of general and special educators, and curricular area. Peer interactions occurred more often within small group instructional formats, when students were not receiving direct support from a paraprofessional or special educator, and in elective courses. Academic engagement also varied, with higher levels evidenced during one-to-one or small group instruction and when in proximity of general or special educators. Implications for designing effective support strategies for students with autism and/or intellectual disability within general education classrooms are discussed.

Partner Sensitivity to Communication Behavior of Young Children with Developmental Disabilities

1990 ◽  
Vol 55 (4) ◽  
pp. 679-693 ◽  
Author(s):  
M. Jeanne Wilcox ◽  
Theresa A. Kouri ◽  
Susan Caswell
Keyword(s):  
Early Childhood ◽  
Developmental Disabilities ◽  
Young Children ◽  
Special Educators ◽  
Individual Variability ◽  
Communication Behavior ◽  
Communication Behaviors ◽  
Communication Partners ◽  
Cue Recognition ◽  
Children With Developmental Disabilities

Aspects of partner sensitivity to communication behaviors of 24 presymbolic children with developmental disabilities were examined. The children were grouped according to their movement abilities (normal vs. abnormal patterns) and communication status (intentional vs. preintentional). Participating communication partners were those with whom the children interacted on a regular basis and included their mothers, early childhood special educators, and speech-language pathologists. Procedures were developed whereby the partners served as informants in order to provide information regarding (a) recognition of the children's communicative cues and (b) consistency of cue recognition and descriptions across partners. Results indicated wide individual variability in the partners' basic recognition abilities as well as their consistency with each other. Further, the observed variations could not be attributed to the children's movement and communication abilities. It was concluded that sensitivity, as measured in the present investigation, was highly partner-child specific, with some children likely to be exposed to more optimal interactions than others.

scholarly journals Positives, Potential, and Preparation: Pre-service Special Educators’ Knowledge About Teaching Reading to Children with Down Syndrome

2018 ◽  
Vol 28 (2) ◽  
Author(s):  
Leila A Ricci ◽  
Anna Osipova
Keyword(s):  
Special Education ◽  
Down Syndrome ◽  
Teacher Preparation ◽  
University Students ◽  
Reading Instruction ◽  
Special Educators ◽  
Teaching Reading ◽  
Children With Down Syndrome ◽  
Credential Programs ◽  
Reading To Children

In this era of reading as a priority, research has indicated that children with Down syndrome (DS) can indeed learn to read, attaining functional levels of literacy and beyond. Families of children with DS are also increasingly advocating for reading instruction for their children. However, few studies have examined what beginning educators know about reading and DS. This study explored the knowledge and perceptions of pre-service special educators about the reading needs and abilities of children with DS. Participants were 225 university students, enrolled in special education teaching credential programs in two southern California universities, who completed a survey designed to assess their knowledge of teaching reading to children with DS, as well as to describe their approach to reading instruction with these students. Results showed promising knowledge on the part of these future teachers, but also highlight the importance of adequate teacher preparation in teaching reading to children with DS.

Maximum Output Intensity of the Audiokinetron

1996 ◽  
Vol 5 (2) ◽  
pp. 68-72 ◽  
Author(s):  
Christine M. Rankovic ◽  
William M. Rabinowitz ◽  
Gregory L. Lof
Keyword(s):  
Developmental Disabilities ◽  
Maximum Output ◽  
Output Intensity ◽  
Safety Studies ◽  
Auditory Integration Training ◽  
Auditory Integration

The Audiokinetron is a device that processes music for earphone presentation to patients undergoing auditory integration training, a treatment for individuals with autism and other developmental disabilities. Intensity levels produced by the Audiokinetron were measured under realistic listening conditions with a KEMAR manikin substituted for a patient. Average levels at the eardrum were 110 dB SPL when the device was adjusted to the highest setting employed by a local, trained AIT practitioner and 118 dB SPL at the maximum setting of the device. These levels are potentially harmful to hearing and warrant further safety studies of AIT instruments and protocols.

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

2020 ◽  
Vol 5 (1) ◽  
pp. 290-303
Author(s):  
P. Charlie Buckley ◽  
Kimberly A. Murza ◽  
Tami Cassel
Keyword(s):  
Data Analysis ◽  
Professional Learning ◽  
Social Communication ◽  
Special Educators ◽  
Service Providers ◽  
Integrative Approach ◽  
Theory Approach ◽  
Learning Program ◽  
Speech Language Pathologists ◽  
Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

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