Inquiry–Based Instruction for Students with Special Needs in School Based Agricultural Education

2011 ◽  
Vol 52 (2) ◽  
pp. 36-46 ◽  
Author(s):  
Ralph Easterly ◽  
Brian Myers
Keyword(s):  
Special Needs ◽  
Agricultural Education ◽  
Students With Special Needs ◽  
School Based ◽  
Based Instruction

scholarly journals Teachers’ Acceptability and Use of Accommodations for Students with Special Needs In The General Education Classrooms

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Mc Kerwin Niňo M. Acdal
Keyword(s):  
General Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Significant Degree ◽  
Strong Positive Correlation ◽  
Students With Special Needs ◽  
Corpus Christi ◽  
School Based ◽  
Successful Execution ◽  
General Education Classrooms

Education for all and other related inclusive education memoranda and policies paved the way of teaching students with special needs in general education classrooms. In this context, one of the biggest tasks of general education teachers is to provide relevant and appropriate accommodations to students with special needs in their classes. Hence, accommodation is an indicator of successful execution of inclusion in several schools. This study aimed to examine the significant degree of relationship between the teachers’ acceptance and the use of accommodations for students with special needs in general education classrooms. Also, it employed a quantitative approach to research specifically the descriptive-correlational research design and adopted the Teacher Acceptability and Use Scale instrument Boulton, 2003. The data were obtained from the 70 teachers of Preschool to Grade 6 in Corpus Christi School- an institution that implemented a school-based policy on inclusive education. The results indicated assenting acceptance and use of accommodations in the general education classrooms. Also, it revealed a significant, strong, positive correlation between teachers’ acceptability and the use of accommodations. Lastly, while the teachers’ demographic profile is statistically controlled, it showed a significantly higher association between teachers’ acceptability and the use of accommodations.

School-Based Rehabilitation Services in India

2021 ◽  
pp. 178-199
Author(s):  
Thomas Jacob ◽  
Aneesh Kumar
Keyword(s):  
Special Needs ◽  
Rehabilitation Services ◽  
Students With Special Needs ◽  
School Settings ◽  
School Based ◽  
Rehabilitation Model ◽  
Counselling Students

The chapter focuses on significant aspects of counselling students with special needs. This chapter emphasizes continuing life adjustment through the lens of a person-centred approach. The chapter familiarises counsellors with ways to create an environment/climate for the learners in school for them to develop to the fullest and learn to cope with life. The focus of the chapter lies in a school-based rehabilitation model. Additionally, the chapter provides a three-tier model of different interventions for use in school settings.

Investigation of Blended versus Fully Web-Based Instruction for Pre-Teacher Candidates in a Large Section Special Education Survey Course

2013 ◽  
pp. 281-297 ◽  
Author(s):  
Chris O’Brien ◽  
Shaqwana M. Freeman ◽  
John Beattie ◽  
LuAnn Jordan ◽  
Richard Hartshorne
Keyword(s):  
Teacher Education ◽  
Special Needs ◽  
Teacher Candidates ◽  
Relative Effectiveness ◽  
Instructional Time ◽  
Students With Special Needs ◽  
Web Based ◽  
Learner Profile ◽  
Based Instruction ◽  
Teacher Education Students

This chapter summarizes the results of a quasi-experiment conducted to determine the relative effectiveness of preparing pre-teacher education university students using a fully web-based course conducted asynchronously versus a blended model of instruction using the same LMS for forty percent of instructional time. The project evaluated two large sections of SPED 2100, “Introduction to Students with Special Needs.” Data was collected to evaluate the extent to which pre-teacher education students developed understanding of critical information related to human development factors, psychological, sociological, and policy foundations of teaching students with special needs. Further, data collection examined student preferences in learning and the extent to which students developed comparable perception of preparedness for the future teaching roles. Results indicated no significant differences regarding content knowledge, but varying perspectives on the potential for success in fully web-based courses dependent largely on learner profile and the point of development in university coursework.

scholarly journals Perceptions and Educational Strategies of Louisiana Agricultural Education Teachers When Working with Students with Special Needs

2016 ◽  
Vol 11 (1) ◽  
pp. 49-61
Author(s):  
Kristin S. Stair ◽  
J. Joey Blackburn ◽  
J. C. Bunch ◽  
Leslie Blanchard ◽  
Melissa Cater ◽  
...  
Keyword(s):  
Special Needs ◽  
Agricultural Education ◽  
After School ◽  
Educational Strategies ◽  
Ability To Work ◽  
Students With Special Needs ◽  
Agricultural Education Teachers ◽  
The Given ◽  
And Training

A teacher’s willingness to accept inclusion has been identified as an indicator of the quality of experience that a student with special needs will have in the classroom The purpose of this exploratory study was twofold: (1) to describe the overall perceptions of working with students with special needs and (2) to determine how teachers in Louisiana are currently working with students with special needs.  A total of 152 teachers attended the Louisiana agricultural education teacher’s summer conference with 43% completing a three part survey instrument.  Data analysis indicated that teachers are confident in their ability to work with students with special needs and they agree that they can incorporate various areas of inclusion within their programs. However, they disagreed that they have received adequate in-service opportunities related to special education.  Regarding educational strategies, teachers in this study identified all of the given inclusion strategies as being used regularly in their programs with the exception of tutoring after school.  They also identified these educational practices as being highly effective within their programs. Due to the exploratory nature of this study, additional research is recommended to further investigate the in-service and training needs of teachers in Louisiana.

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