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Zetlin, Andrea; Beltran, Dolores; Salcido, Patricia; Gonzalez, Teresa; Reyes, Teresa – Teacher Education and Special Education, 2011
Historically, neither a positive nor a supportive relationship existed between the population of students designated English language learners (ELLs) and the field of special education. Children's lack of English proficiency was often misinterpreted as a disability and they were referred for special education, whereas others who actually had a…
Descriptors: Second Language Learning, Disabilities, Special Education Teachers, Special Education
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Bellini, Scott; Henry, Daniel; Pratt, Cathy – Teacher Education and Special Education, 2011
Given the substantial increase in the numbers of students identified with an autism spectrum disorder, it is imperative that effective training for classroom teachers, administrators, and other support staff be undertaken to increase the capacity within schools to effectively educate these students. Although many professional development programs…
Descriptors: Models, Logical Thinking, Autism, Professional Development
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Muwana, Florence C.; Gaffney, Janet S. – Teacher Education and Special Education, 2011
A service-learning component was embedded as the centerpiece in the Culture of Disability Across the Lifespan course, designed for students' exploration of issues related to the inclusion of persons with disabilities in all aspects of society. Participants included 19 university freshmen, 6 representatives of community agencies, and 3 consumers…
Descriptors: College Freshmen, Teacher Education, Advocacy, Special Education
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Allday, R. Allan; Duhon, Gary J.; Blackburn-Ellis, Sarah; Van Dycke, Jamie L. – Teacher Education and Special Education, 2011
Observational bias can significantly affect results attained through observation. This study focused on 122 preservice teacher educators who conducted a structured observation, using momentary time sampling procedures with 10-second intervals, to measure student on-task and off-task behaviors. The experimental variable altered was the…
Descriptors: Preservice Teachers, Intervals, Observation, Teacher Educators
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Voltz, Deborah L.; Collins, Loucrecia – Teacher Education and Special Education, 2011
In this article, the authors present a rejoinder to Drs. Boscardin, Mainzer, and Kealy's response to their article "Preparing Special Education Administrators for Inclusion in Diverse, Standards-Based Contexts: Beyond the Council for Exceptional Children (CEC) and the Interstate School Leaders Licensure Consortium" (ISLLC; Voltz & Collins, 2010).…
Descriptors: Administrator Education, Misconceptions, Instructional Leadership, Special Education
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Boscardin, Mary Lynn; Mainzer, Richard; Kealy, Mary V. – Teacher Education and Special Education, 2011
The purpose of this commentary is to respond to the article written by Voltz and Collins (2010) that considered the preparation of special education administrators for inclusion in diverse, standards-based contexts by highlighting the Administrator of Special Education Standards that were adopted in 2009 by the Council for Exceptional Children.…
Descriptors: Disabilities, Special Education, Administrators, Administrator Education
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Blanton, Linda P.; Pugach, Marleen C. – Teacher Education and Special Education, 2011
The alignment of the teacher quality provisions of the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA) and the transparency of low achievement of students who have disabilities under the testing mandates of NCLB have converged to create substantial renewed interest and activity in collaborative programs…
Descriptors: Preservice Teacher Education, Teacher Effectiveness, Models, Federal Legislation
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McDonnell, John; Jameson, J. Matt; Riesen, Tim; Polychronis, Shamby; Crockett, Margaret A.; Brown, Brigid E. – Teacher Education and Special Education, 2011
Distance teacher education programs employing videoconferencing technology and other online teaching tools are increasingly being used to prepare teachers of students with disabilities in rural and remote communities. This evaluation study compared the effectiveness of a distance and an on-campus teacher education program for teachers of students…
Descriptors: Preservice Teacher Education, Teacher Education Programs, Online Courses, Severe Disabilities
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Kennedy, Michael J.; Hart, Juliet E.; Kellems, Ryan O. – Teacher Education and Special Education, 2011
Teacher education programs are limited in terms of available face-to-face instructional time for preparing general education teacher candidates to work with students with exceptionalities. Given this constraint, developing innovative use of technologies may assist in meeting the demand for highly qualified teachers for such students. In this…
Descriptors: Teacher Education, General Education, Teacher Education Programs, Course Content
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Morrier, Michael J.; Hess, Kristen L.; Heflin, L. Juane – Teacher Education and Special Education, 2011
Training received by teachers of students with autism spectrum disorders (ASD) in one southern state was investigated. Teachers (n = 90) reported training received via an online version of the Autism Treatment Survey. The most common type of training reported was attendance at a full- or half-day workshop; fewer than 15% reported receiving…
Descriptors: Autism, Teaching Methods, Pervasive Developmental Disorders, Teacher Surveys
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Fisher, Mary; Ociepka, Anne – Teacher Education and Special Education, 2011
Connecting K-6 student outcomes with teacher preparation programs remains a critical need for the field. Even while educators have begun to sort through and document outcomes for teacher interns relative to national standards, the task of connecting performance to K-6 student outcomes has been little documented. In this interview study, the…
Descriptors: Preservice Teacher Education, Student Teachers, Urban Schools, Mentors
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Smith, Deborah Deutsch; Truong, Anthony; Watson, Roxanne; Hartley, Melissa D.; Robb, Susan Mortorff; Gilmore, Robert – Teacher Education and Special Education, 2011
Three studies are described in this article. Each is focused on a different aspect of the long-standing initiative that supports special education doctoral students. This initiative is one of the discretionary programs of the Individuals With Disabilities Education Improvement Act that is managed by the U.S. Department of Education's Office of…
Descriptors: Graduation Rate, Disabilities, Special Education Teachers, Public Agencies
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Suhrheinrich, Jessica – Teacher Education and Special Education, 2011
Although evidence-based practices (EBPs) for educating children with autism, such as pivotal response training (PRT), exist, teachers often lack adequate training to use these practices. The current investigation examined the efficacy of a 6-hour group workshop plus individual coaching for training 20 teachers to use PRT. Results indicate that the…
Descriptors: Feedback (Response), Autism, Workshops, Faculty Development
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Stephenson, Jennifer; Carter, Mark; Arthur-Kelly, Michael – Teacher Education and Special Education, 2011
In this article, the authors report on an individualized professional learning activity, based on the principles described by Gersten and colleagues, implemented by two academics with three teachers without special education qualifications teaching students with severe and multiple disabilities. The professional learning consisted of consultation…
Descriptors: Multiple Disabilities, Faculty Development, Special Education, Teacher Qualifications
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Hanline, Mary Frances – Teacher Education and Special Education, 2010
The purpose of this qualitative study was to identify events in the field experiences of Early Childhood Special Education (ECSE) preservice teachers that were perceived by the preservice teachers as influencing their thinking in relation to ECSE practices. The preservice teachers' weekly reflective journals, university supervisor observation…
Descriptors: Preservice Teachers, Early Intervention, Field Experience Programs, Preschool Evaluation
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