Teaching Students With Specific Learning Disabilities in the General Education Classroom

In many college teacher preparation programs across the United States, students who want to become a general education teacher are required to take a course focused on teaching students who have disabilities. Typically, that course provides an overview of the Individuals with Disabilities Education Act and the characteristics of each of the 13 categories of disabilities. That course does not present various strategies a general education classroom teacher can use to educate these students, despite the fact that more and more disabled students are being educated in a general education classroom environment. Thus, this chapter provides resources and research-based reading, math, language arts, and social skills strategies general education teachers can utilize when educating a student with a specific learning disability in their classrooms. The resources presented in this chapter are not meant to take the place of special education teachers but to supplement practices for when they are not available.

Capacity Building Pedagogy for Diverse Learners

Our phenomenological study of student teachers' perceptions of special education practices identified a gap in a general education teacher preparation program, given the inclusive model of education mandated through the IDEIA (2004). We offer a 3-tiered teaching framework for teacher preparation programs to utilize capacity building differentiated pedagogy suitable for all learners, including digital learners and students with exceptionalities. The teaching skills for capacity building pedagogy, Universal Design for Learning, and Differentiated Instruction, supported through decades of special education research, will enable the next generation of teachers to effectively serve a diverse population of students (Frey, Andres, McKeeman & Lane, 2012; Hamilton-Jones & Vail, 2013; Oyler, 2011; Shepherd, Fowler, McCormick, Wilson, & Morgan, 2016).

Effective Pedagogical Practices in Inclusive Classrooms for Students With Disabilities

Inclusive education means educating students with special needs in an age-appropriate general education setting where students receive high-quality, standard-based instructions, interventions, and support that enable them to experience success in the general education classroom. Effective pedagogical practices involve the collaboration of both special education teacher and general education teacher to identify and implement effective teaching practices which enhance student engagement and promote higher-order thinking skills. Special education teacher supports the general education teacher in adapting curriculum and teaching methods, modifying assessments, and providing accommodations to students with disabilities in inclusive classrooms. Effective pedagogical practices are affected by teacher's belief; students' disabilities; and their roles and responsibilities towards the students with disabilities. This chapter examines previous researches and studies that investigate effective pedagogical practices in inclusive classrooms for students with disabilities.

Application of the «pecha-kucha» format in the organization of practical classes at the university

An important component of the organization of the educational process is currently the use of innovative educational technologies, including modern tools of pedagogical activity. In addition to professional competencies in their field of activity, a university teacher must be able to creatively implement innovative pedagogical technologies. In the presence of various methods, forms and means of information and digital pedagogical technologies, the problem of the effectiveness and adequacy of their application becomes urgent. The article discusses the use of the pecha-kucha format in the training of undergraduates in the field of study 44.04.01 Pedagogical education (Secondary general education (Teacher of basic and secondary general education (by subject area)) of the Sevastopol State University discipline Standardization of school education. Based on the results of the study, it was concluded that the use of the pecha-kucha format is effective. The article provides practical recommendations for creating presentation material, organizing a speech and conducting a discussion.

Special Education and General Education Teacher Perceptions of Collaborative Teaching Responsibilities and Attitudes Towards an Inclusive Environment in Jordan

The purpose of this study was to investigate how general and special education instructors perceive their collaborative teaching responsibilities and their attitudes toward inclusive environments. A self-administered questionnaire was distributed to 300 teachers in accordance with the social interdependence theory and cooperative learning conceptual framework. The survey was composed of two parts. The first section examined collaborative teaching duties for both instructors. It included 29 items and four categories (planning, instruction, evaluation, and behavior management). The second section included 15 items to assess attitudes toward inclusion. The study enrolled a total of 233 teachers (123 in special education and 110 in general education) with a response rate of 78%. The results showed that there was agreement between general and special education on only one of the four domains (instruction). Additionally, special education teachers expressed a more favorable attitude toward inclusion than did general education teachers. The current situation’s implications were explored with an emphasis on the necessity for additional shared practical activities among teachers.

ARE GREEK SPECIAL EDUCATION TEACHERS IN FAVOUR OF THE INCLUSION OF PUPILS WITH INTELLECTUAL DISABILITY? AN ONLINE SURVEY

<p>Few studies have been conducted in Greece focusing on the inclusion of pupils with Intellectual Disability (ID) in general classes. The aim of this quantitative study was to explore the attitudes of Special Education Teachers (SETs or SET) towards the inclusion of pupils with ID in general classes. A structured questionnaire was sent out. It consisted of 10 demographic questions and of 6 structured closed-ended questions about the inclusion of this group of pupils in general classes, using a 5-point Likert scale. The study sample consisted of 150 SETs [129 (86%) females and 21 (14%) males]. The questionnaire data were analysed via descriptive and inferential statistics (SPSS version 21). The results of the research showed that the majority of SETs had a positive attitude towards the fact that the special and general education teacher should jointly adapt the classroom according to the needs of the pupil with ID and that inclusive education is appropriate for these pupils. The SETs had a neutral to positive attitude about whether pupils with ID should be educated in general settings with pupils without disabilities and whether they should be removed less frequently from general education settings in order to be given more help with their difficulties. Finally, there were some dependent variables that played a major role in participants' responses, such as education, work experience, work and the structure of employment. In conclusion, SETs point out that they are in favour of the inclusion of pupils with ID. Finally, the results of the study are discussed. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0993/a.php" alt="Hit counter" /></p>

The Relationship Between Childhood Experiences and Pre-School Education Teacher’s Choice of Profession

Nowadays teachers preparation context is actual, when government nationwide develops a system of external motivation to choose the profession of pre-school education teacher (paid scholarships, raised salaries, the status of pre-school teachers is equated to the status of a general education teacher). It becomes important to recognize and understand the internal value motives of choosing a pre-school pedagogue’s profession. So that after choosing such studies, they would not doubt their choice, and after graduating, they would join the educational community.In the article is used the collective memory-work method and it is a way to discover the relationship between past events and the present. Past events influence the current experiences of individuals. The profession of pre-school educator often is chosen by those whose learning process has been related to interacting with adults through play. The childhood experiences of teachers allow educational management professionals to learn more about a teacher’s strengths, evaluate them, and utilize them to achieve the goals of the educational organization. During the collective memory-work sessions, the relationship between childhood games and current pedagogical activities became apparent. Teachers tend to realize their childhood games and creative experiences in the current pre-school educational activities. Childhood experiences directly influence the pre-school educator’s choice of educational methods, transfer of values, and the creation of an educational environment.