Impact of COVID-19 on Student Success

This chapter explored the impact of COVID-19 on candidates enrolled in Education Specialist credential programs at a private institute of higher education (IHEs) in California. COVID-19 impacted humankind globally and specifically interrupted formal education at educational institutional levels. Many IHEs offer their programs in a face-to-face, online, or hybrid modality to ensure candidates have access to school sites and complete their fieldwork hours requirements. The quarantine impacted teacher candidates at many levels especially interns employed in K-12 special education classroom settings. The authors drew data from three sources available at the university: (1) Special Education Student Success Faculty (SSF) team's DFWUI referrals, (2) SSF's weekly meeting minutes, and (3) university's data wellness. This data was analyzed and examined. Findings informed program directors on strategic program planning based on lessons learned from this historic pandemic.

EDUCAÇÃO ESPECIAL/INCLUSIVA NO BRASIL: demandas contemporâneas

Neste artigo analisamos as demandas que emergem do processo de implantação da política de inclusão na Educação Especial no Brasil.Demandas referentes a novos sujeitos; a formação e prática, que envolve o debatesobre o currículo, e o atendimento educacional na educação inclusiva. Este estudo tem por base pesquisas realizadas em municípios do Estado do Pará e,também, o levantamento bibliográfico sobre a educação inclusiva no Brasil, incluindo análise de documentos sobre a legislação referente à política da Educação Especial.O estudo aponta que há necessidade de se evidenciar as demandas, problematizar a política, que não atende as especificidades regionais, mas sobretudo, apontar pistas, caminhos teóricos e metodológicos para a inclusão escola e social do aluno público-alvo da Educação Especial.Palavras-chave: Educação Especial. Política de Inclusão. Demandas contemporâneas. SPECIAL EDUCATION / INCLUSIVE IN BRAZIL: conteporary demandsAbstract: In this article we analyze the emerging demands from the implementation process of inclusion policy on Special Education in Brazil. Demands related to new subjects; training and practice, evolving the debate oncurriculum, and educational services in inclusive education. This study is based on surveys conducted in municipalities in the State of Pará and, Also the literature on inclusive education in Brazil, including document analysis onlegislation referring to the Special Education policy. The study points out that there is need to highlight the demands, problematize politics, that does not meet specific regional characteristics, but above all, point out hints, theoretical and methodological approaches to include school and social of the Special Education student audience.Keywords: Special education. Inclusion Policy. Contemporary demands. EDUCACIÓN ESPECIAL/INCLUSIVA EN BRASIL: demandas contemporáneas Resumen: En este artículo analizamos las demandas que surgen del proceso de implementación de la política de inclusión en la Educación Especial en Brasil. Demandas relacionadas con nuevos sujetos, la formación y práctica, que implican el debate sobre el currículo y el atendimiento educativo en la educación inclusiva. Este estudio se basa en investigaciones realizadas en municipios del Estado de Pará y también la literatura sobre la educación inclusiva en Brasil, incluyendo el análisis de documentos de la legislación sobre la política de Educación Especial. El estudio señala que existe la necesidad de poner de relieve las demandas, cuestionar la política, que no cumple con las especificidades regionales, pero, sobre todo, señalar caminos, enfoques teóricos y metodológicos para la inclusión escolar y social del alumno público clave de la Educación Especial.Palabras clave: Educación Especial. Política de Inclusión. Demandas contemporáneas.

EDUCAÇÃO ESPECIAL/INCLUSIVA NO BRASIL: demandas contemporâneas

Neste artigo analisamos as demandas que emergem do processo de implantação da política de inclusão na Educação Especial no Brasil.Demandas referentes a novos sujeitos; a formação e prática, que envolve o debate sobre o currículo, e o atendimento educacional na educação inclusiva. Este estudo tem por base pesquisas realizadas em municípios do Estado do Pará e,também, o levantamento bibliográfico sobre a educação inclusiva no Brasil, incluindo análise de documentos sobre a legislação referente à política da Educação Especial.O estudo aponta que há necessidade de se evidenciar as demandas, problematizar a política, que não atende as especificidades regionais, mas sobretudo, apontar pistas, caminhos teóricos e metodológicos para a inclusão escola e social do aluno público-alvo da Educação Especial.Palavras-chave: Educação Especial. Política de Inclusão. Demandas contemporâneas.SPECIAL EDUCATION / INCLUSIVE IN BRAZIL: conteporary demandsAbstract: In this article we analyze the demands that emerge from the implementation process of inclusion policy on Special Education in Brazil. Demands related to new subjects; training and practice, involving the debate on the curriculum, and educational services in inclusive education. Thisstudyisbased on surveysconducted in theStateof Pará municipalitiesand, Also the literature on inclusive education in Brazil, includingdocumentanalysis on legislationreferring to the Special Education policy. The study points out that there is need to highlight the demands, problematize politics, that does not meet specific regional characteristics, but above all, point tracks, theoretical and methodological approaches to include school and social of the Special Education student audience.Keywords: Specialeducation. Inclusion Policy. Contemporarydemands.EDUCACIÓN ESPECIAL / INCLUSIVA EN BRASIL: demandas contemporáneasResumen: En este artículo se analizan las demandas que surgen del proceso de implementación de la política de inclusión en la educación especial en Brasil. Demandas relacionadas con temas nuevos; entrenamiento y práctica, que implica el debate sobre el plan de estudios y los servicios educativos en la educación inclusiva. Este estudio se basa en encuestas realizadas en el Estado de Pará municipios y también la literatura sobre la educación inclusiva en Brasil, incluyendo el análisis de documentos de la legislación a la política de educación especial. El estudio señala que existe la necesidad de poner de relieve las demandas, cuestionar la política, que no cumple con las caracter&iacu te;sticas regionales, pero, sobre todo, pistas de punto, enfoques teóricos y metodológicos para la in clusión y social de la escuela de la audiencia de estudiantes de Educación Especial.Palabras clave: Educación Especial. Política de inclusión. demandas contemporáneas.

The Blended Learning Environment: A Viable Alternative for Special Needs Students

The traditional classroom provides a classical medium for educating students by allowing an open forum of communication between the pupil and teacher. The last twenty-five years have opened a new realm of possibilities in education through the use of technology and virtual supplemental resources, designed to engage learners in all academic levels. As general education and special needs teachers strive to provide the special education student with learning disabilities a constructive, enriching learning experience, the concept of a blended classroom has proven to be successful in achieving this goal. A blended learning environment provides special needs students with a two-fold benefit, a physical, face-to-face teacher of whom to ask questions and seek guidance, in addition to the assets of virtual resources.