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Rakap, Salih; Jones, Hazel A.; Emery, Alice Kaye – Teacher Education and Special Education, 2015
This article describes the development, implementation, and second-year evaluation of Project Autism Competencies for Endorsement (ACE), a web-based professional development (PD) program that is designed to train teachers currently working in the field to meet the unique and diverse needs of children with autism spectrum disorders (ASDs). A…
Descriptors: Faculty Development, Autism, Pervasive Developmental Disorders, Teacher Competencies
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Dunst, Carl J.; Bruder, Mary Beth – Teacher Education and Special Education, 2014
This paper includes results from a study that examined the relationships between teacher discipline, type of teaching degree, and teacher feelings of preparedness and the self-efficacy beliefs (competence and confidence) of early intervention and preschool teachers with regard to either natural environment or inclusion practices. The participants…
Descriptors: Preservice Teacher Education, Self Efficacy, Preschool Teachers, Special Education Teachers
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Hunt, Jessica H.; Powell, Selma; Little, Mary E.; Mike, Alyson – Teacher Education and Special Education, 2013
There is a critical need to mentor novice special education teachers to meet the current and projected teacher shortages. However, due to the various skill-levels of beginning special education teachers in schools and the small number of current special educators in each school who could serve as mentors, there is difficulty finding…
Descriptors: Special Education, Special Education Teachers, Beginning Teachers, Beginning Teacher Induction
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McCray, Erica D. – Teacher Education and Special Education, 2012
In this article, the author details the findings of a study of completers during their last semester of a Master of Arts in Teaching (MAT) program in special education. The purpose of this multiple-case study was to understand how the extent to which the program was implemented, the participants' background and career trajectories, and the…
Descriptors: Masters Degrees, Special Education Teachers, Beginning Teachers, Case Studies
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Rosas, Clarissa; Campbell, Lisa – Teacher Education and Special Education, 2010
The No Child Left Behind Act (NCLB) mandates that every classroom be staffed with a "highly qualified teacher." Research supports that teachers' content knowledge affects student achievement. However, the special education population continues to be taught by teachers who do not have the content area background they teach. In addition,…
Descriptors: Federal Legislation, Educational Improvement, Federal Programs, Disabilities
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LePage, Pamela; Nielsen, Shelley; Fearn, Emilene J. – Teacher Education and Special Education, 2008
When graduate students enter special education programs, they arrive with dispositional knowledge that can assist or hinder them in their professional development. Over the course of two years, the researchers in this study assessed the dispositions of beginning teachers in a special education program at a west coast state university. The…
Descriptors: Graduate Students, Student Attitudes, Beginning Teachers, Special Education Teachers
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Rose, Tessie E.; McDonnell, John; Ellis, Gary – Teacher Education and Special Education, 2007
This study investigated (a) variables that predict amount of time students with severe disabilities spend in leisure and physical activity education and (b) teacher beliefs about provision of these services. Participants included 35 secondary special education teachers and 170 students with severe disabilities. Findings suggest that special…
Descriptors: Leisure Education, Physical Activities, Special Education Teachers, Special Education
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White, Marlene; Mason, Christine Y. – Teacher Education and Special Education, 2006
Much of the research on mentoring has been either case study in nature or conducted with general educators. To understand the impact of mentoring for special educators, a consensus document prescribing guidelines for mentoring was developed and used across 7 national sites with 244 new teachers and 253 mentors. Results from the new teacher and…
Descriptors: Mentors, Teacher Surveys, Special Education Teachers, Beginning Teachers
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Treder, David W.; Morse, William C.; Ferron, John M. – Teacher Education and Special Education, 2000
A study reexamined the results of a study which indicated that more effective teachers were less willing to include students with special needs in their classrooms. Using a different method for identifying effective teachers (n=149), the present study found results that were in direct contrast to earlier results. (Contains references.) (Author/CR)
Descriptors: Attitudes toward Disabilities, Disabilities, Elementary Secondary Education, Inclusive Schools