scholarly journals Recognition and Strengthening of Interprofessional Collaborative Practice Status among Special Education Teachers and Speech-Language Pathologists for School-aged Children with Disabilities in School Settings

2020 ◽  
Vol 25 (2) ◽  
pp. 363-381
Author(s):  
Jiyeon Lee ◽  
Jaeock Kim
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Children With Disabilities ◽  
Collaborative Practice ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Settings ◽  
Interprofessional Collaborative Practice

A National Survey of Speech-Language Pathologists' Engagement in Interprofessional Collaborative Practice in Schools: Identifying Predictive Factors and Barriers to Implementation

2019 ◽  
Vol 50 (4) ◽  
pp. 639-655 ◽  
Author(s):  
Danika L. Pfeiffer ◽  
Stacey L. Pavelko ◽  
Debbie L. Hahs-Vaughn ◽  
Carol C. Dudding
Keyword(s):  
Special Education ◽  
Predictive Factors ◽  
Collaborative Practice ◽  
Special Education Services ◽  
Speech Language Pathologists ◽  
Education Services ◽  
Interprofessional Collaborative Practice ◽  
School Based ◽  
Collaborative Learning Opportunities ◽  
The University

Purpose This study examined the models of collaboration used by school-based speech-language pathologists (SLPs) during the provision of special education services including factors predicting use of the interprofessional collaborative practice (IPP) model and barriers to collaboration. Method School-based SLPs responded to a survey on models of collaboration within their work setting. Anchored vignettes were created to determine their engagement in 3 different models (i.e., multidisciplinary, interdisciplinary, and interprofessional) used in the provision of special education services during evaluation and intervention. Predictive factors supporting and/or hindering the use of IPP were identified. Results Results demonstrated low percentages of school-based SLPs engaging in IPP during initial evaluations (8%), eligibility meetings (43%), and intervention sessions (14%). Three factors predicted use of IPP in schools: prior training in collaboration, years of experience, and educational setting. The most frequently cited barriers to SLPs' engagement in collaboration included time constraints/scheduling (48%), resistance from other professionals (23%), and lack of support from employers/administration (11%). Conclusions The results of the current study indicated that systemic change is needed at both the university and public school levels. At the university level, preprofessional students need collaborative learning opportunities that are integrated across programs and colleges. School-based SLPs and other education professionals could benefit from job-embedded learning focused on IPP to increase their knowledge and engagement in IPP and improve student outcomes. Supplemental Material https://doi.org/10.23641/asha.9340760

An Analysis of Teacher Sorting in Secondary Special Education and Alternative Schools

2016 ◽  
Vol 50 (4) ◽  
pp. 239-250 ◽  
Author(s):  
Loretta Mason-Williams ◽  
Joseph Calvin Gagnon
Keyword(s):  
Special Education ◽  
Secondary Teachers ◽  
Alternative Schools ◽  
Special Education Teachers ◽  
Significant Relationship ◽  
Alternative School ◽  
Policy Implications ◽  
Content Areas ◽  
School Settings ◽  
Nationally Representative

This study provides nationally representative information about the qualifications and preparation of secondary content and special education teachers in special education and alternative school settings, as compared with teachers in regular schools. Findings demonstrate that a statistically significant relationship did not exist between school types and many teacher inputs. However, a relationship between special education preparation and setting did exist among secondary content teachers. Moreover, results highlight the inadequate number of secondary teachers, both in content areas and in special education, who held a degree and/or certification in special education. Practical and policy implications of these findings are discussed, and limitations are addressed.

Special Education Mentoring within the Context of Rural Schools

2005 ◽  
Vol 24 (2) ◽  
pp. 3-10 ◽  
Author(s):  
Carolyn Babione ◽  
Catherine Shea
Keyword(s):  
Special Education ◽  
Training Program ◽  
Novice Teachers ◽  
Rural Schools ◽  
Special Education Teachers ◽  
Rural School ◽  
Mentor Training ◽  
Teacher Mentors ◽  
School Settings ◽  
One Year

This article describes a one-year rural mentor training program designed for novice special education teachers and their teacher mentors. Mentoring efforts to encourage collaboration and collegiality run counter to age-old norms of autonomy and congeniality in the school settings. However, collaborative forums can provide support for both experienced and novice teachers to engage in ‘critical friendships’ through discussions on the dilemmas, ambiguities, and paradoxes identified within the contexts of their rural school settings.

Collaboration of General and Special Education Teachers: Perspectives and Strategies

2017 ◽  
Vol 53 (2) ◽  
pp. 99-106 ◽  
Author(s):  
M. Alexandra Da Fonte ◽  
Sally M. Barton-Arwood
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Teacher Candidates ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Potential Barriers ◽  
School Settings ◽  
Teachers Perspectives ◽  
Successful Collaboration

Schools today focus on inclusive models of education for students with disabilities that include higher expectations and increased teacher accountability. Within this inclusion framework, both general and special education teachers have responsibilities for the education of diverse learners. Collaboration skills take time to develop, with many potential barriers that can limit successful teamwork. Therefore, teacher preparation programs have a responsibility for preparing general and special education teachers for collaboration with a focus on strategies to minimize potential barriers and support outcomes for students with disabilities. In order to be more responsive to teacher candidates’ development, a first step is to understand their perspectives about collaboration. This article outlines the hopes and fears of both general and special education preservice candidates regarding collaboration and how their perspectives align with documented views of practicing teachers. Strategies to minimize fears and potential barriers for successful collaboration in school settings are presented.

scholarly journals Examining sensory differences of children with autism in early childhood: Effects of school and home settings

2016 ◽  
Vol 13 (1) ◽  
pp. 518
Author(s):  
Alev Girli
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Special Education Teachers ◽  
Prevalence Rate ◽  
Children With Autism ◽  
Study Group ◽  
Negative Effects ◽  
School Settings ◽  
Teacher Views ◽  
Sensory Difference

<p>Recently, towards stimuli giving over sensitive or insensitive reactions has been recognized as diagnostic distinctive characteristics in children with autism. One of the purposes of this study is to determine behaviors which behaviors are result of sensitivity, prevalence rate at home or school settings and types of occurrence seen by parents and teachers. Another purpose of this study is to examine parent and teacher views on sensitivity effects at school and home settings. Study group consist 22 children with autism (2-6 ages), 20 mothers, and 8 trainers (4 psychologists and 4 special education teachers) who work with those children. In order to collect types of sensitivity and prevalence rate, “Sensory Difference Observation Form” and in order to collect views of parents and teachers, a semi structured form, “Effects of Sensory Differences: Parent and Teacher Views Form” are used. Forms were designed by researcher. It has been determined that the insensitivity of children towards movement, touch as well as auditory, visual and taste-scent stimuli is more common with a higher ratio than sensitivity. It has been observed that these properties have negative effects on their home lives as well as the routines of families and that teachers cope with them more easily in school settings.</p>

scholarly journals THE INFLUENCES OF SOME VARIABLES ON ATTITUDES OF SPECIAL EDUCATION TEACHERS TOWARDS EDUCATING PUPILS WITH AUTISM IN REGULAR SETTINGS

2015 ◽  
Vol 3 (10) ◽  
pp. 30-37
Author(s):  
Hamid Hassan Ahmed Elhassan ◽  
EldoodYousifEldood Ahmed ◽  
Abdul-alaziz Alasmari
Keyword(s):  
Special Education ◽  
Data Collection ◽  
Special Needs ◽  
Special Education Teachers ◽  
Class Size ◽  
Children With Disabilities ◽  
Study Group ◽  
Inclusive Settings ◽  
Training Courses ◽  
Students With Autism

All special needs teachers want their children to be accepted by their peers have friends and lead “regular” lives. Inclusive settings can make this vision a reality for many children with disabilities. So that we conducted this study to know the influences of some variables on attitudes of special education teachers towards educating students with autism in regular settings. The researchers used descriptive statistic methods. Questioner technique is used as method of data collection. Study group included 150 special education teachers from Abu Areech Learning administration, 70 teachers were selected randomly as sample. The data was analyzed by using SPSS program. The results are as following: There are no significant differences in attitudes of special education teachers towards inclusive settings according to interaction with disabled, there are no significant differences in attitudes of special education teachers towards inclusive settings according to the class size. There are significant differences in attitudes of special education teachers towards inclusive settings according to the training courses and there are significant in attitudes of special education teachers towards inclusive settings according to the qualification.

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