Download or read book Special Education Teachers Perceptions of Their Participation in a Professional Development Program about Reading Instruction for Students with Intellectual Disabilities written by Robin Suzanne Roddey Slaughter and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: interviews after the fifth session, questionnaires, and a researcher's journal. Participants provided feedback in the questionnaire at the end of each session. Their feedback was used to plan the content for each subsequent session. Participants attributed the perceived changes in their knowledge to collaboration, the content of the sessions, and the instructional materials provided to them. They experienced changes in their instructional practices associated with learning about presumed competency, multi-component instruction, and grade-level appropriate materials. Their perceived barriers to multi-component reading instruction were time limitations, the lack of a multi-component curriculum, and the lack of collaborative opportunities. These findings add to the limited body of literature on special education teachers' perspectives on their knowledge and skills for teaching reading to students with intellectual disabilities.
Download or read book Reading Instruction for Students with Intellectual Disabilities written by Agatha Lee Gibbons and published by . This book was released on 2019 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with intellectual disabilities have at times been overlooked and denied effective reading instruction. Teachers tasked with instructing such students are often limited in the training, resources, and support necessary to effectively instruct these students in reading. These problems are further compounded by the fact that students with intellectual disabilities have historically been misperceived, often by the very educators tasked with instructing them, as either being unable to learn to read or that the prospect of teaching them to read is simply too daunting and complicated to be of sufficient worth (Aldridge, 2014; Kluth & Chandler-Olcott, 2008). Such misperception may lead to insufficient and/or misguided instruction of these students limiting their potential learning and growth (Kliewer, Biklen, & Kasa-Hendrickson, 2006). This qualitative case study explored the perceptions and lived experiences of eight special education teachers from five different school districts, who both worked with students with intellectual disabilities and mentored preservice teachers who worked with students with intellectual disabilities in the area of reading. This study focused on the perceptions of these special education teacher/mentors before, during and after receiving training in the Targeted Reading Intervention (TRI) program, based on five areas of reading: Phonemic Awareness, Phonics, Vocabulary, Fluency, and Vocabulary. Data suggested a universal lack of support and training in reading for these special education teacher/mentors. Changes of perceptions and teaching practices of the special education teacher/mentors relative to explicit reading instruction for students with intellectual abilities are explored. Implications for practice are included.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-09 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers and Administrators Perceptions of the Impact of Professional Development on Small Group Differentiated Reading Instruction written by Meganlyn R. Norris and published by . This book was released on 2018 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined teachers' and administrators' perceptions of the impact of professional development on small group differentiated reading instruction in the primary grades. Seventeen general education public school teachers who taught small group differentiated reading instruction and four public school principals who supervised teachers as they implemented differentiated reading instruction participated in the online survey. Additionally, a limited number of teachers and administrators also participated in face-to-face interviews. The data were collected and analyzed according to teachers' and administrators' perceptions of the effectiveness of professional development received on small group differentiated reading instruction, and teachers' and administrators' beliefs about best practices of professional development on small group differentiated reading instruction. The results indicated that teachers and administrators have similar perceptions of effective professional development strategies that enhance differentiated reading instruction. These perceptions included participating in Professional Learning Communities (PLCs) to analyze student data and instructional practices; observing a coach modeling best practices as well as being observed by a coach; and attending district led professional development workshops. The findings from this study also revealed that teachers and administrators have similar beliefs about effective professional development practices for differentiated reading instruction which included participating in PLCs, coaching, and being provided differentiated professional development sessions. Although this study had a small sample size, the identified findings were supported by research and may benefit the field by contributing to how effective professional development can be designed to improve differentiated reading instruction.
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2000-10 with total page 1008 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 952 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of the Project Read Program written by Jacalyn M. Auris and published by . This book was released on 2006 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study explored teachers' perceptions of the Project Read program. The study focused on teachers' perceptions of effective literary strategies offered in the Project Read program, student engagement during instruction in the program, and students' independent reading ability after instruction in the program. The study site was a special education center located in the mid-Atlantic region of the United States. Participants included 10 special education teachers who were employed at the selected site. Participants completed a 34-item Likert survey and a nine question scripted interview. Participants were also observed teaching a Project Read lesson by a trained observer one time during this study. This study proposes that more staff development in the areas of differentiated instruction and effective use of teacher time may be needed to receive the most instructional benefit from the Project Read programs. Further, the study indicated a need to address pereceived weaknesses of the program by supplementing instruction in the Project Read program with other types of literature activities.
Download or read book Teacher s Perceptions of Direct Instruction Phonics Programs for Students with a Reading based Learning Disability written by Kristen Stern and published by . This book was released on with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to analyze teachers' perceptions of direct instruction phonics programs for student with a reading-based learning disability. The research study sought to determine teachers' perceptions regarding best practice in utilizing phonics to teach students with a reading-based disability. This study also explored variables that affect implementation of direct instruction phonics on students with a reading-based disability. Finally, this study sought to determine teachers' perceptions regarding their ability to effectively teach phonics to students with reading-based disabilities. The researcher explored the findings from the responses of thirty-eight elementary and middle school teachers in a southeastern Pennsylvania school district. The participants completed a researcher conducted online survey that included Likert-scale statements and open-ended responses. Interviews were completed with seven participants to gain additional perspectives of their perceptions. Results of the study affirmed that teachers believe phonics instruction is the most important component in teaching reading to children with reading -based learning disabilities. Findings also identified that time and training are large variable for the effectiveness of implementing a direct instruction phonics program. Lastly, data revealed that teachers feel confident in their ability to teach phonics but not until they gained experience in a classroom of their own.
Download or read book What Works In Inclusion written by Boyle, Chris and published by McGraw-Hill Education (UK). This book was released on 2012-09-01 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: School inclusion is a perennially popular yet polemic topic in most countries. This timely book explores what is known about inclusion, highlighting outstanding examples of inclusion to provide a complete overview of successful inclusion. The book concentrates on how to make inclusion work - from the view of internationally established practitioners in the field of teacher education - with a focus on what variables are likely to make a difference in practice. What Works in Inclusion? covers three key aspects: Theories of inclusive education Examples of how inclusion can be encouraged and facilitated What prevents inclusion from being successful Drawing on case studies from a wide range of countries, including USA, Australia, UK, Canada and Italy, there is focus on the positive aspects of inclusion: 'how' it can work and 'what actually works', helping you understand successful aspects of inclusion as well as developing an understanding of how inclusive education can best be implemented. In addition to the research-based accounts of how to make inclusion work, the book considers the difficulties that can arise in attempting to achieve successful inclusion and how such barriers can be overcome, to ensure a successful inclusive experience for both teachers and students. This is a key text for all serving and aspiring teachers and SENCOs, as well as those interested in inclusion and SEN in schools, and will inform and challenge in equal measure. Contributors: Adrian F Ashman, Robert Conway, Joanne Deppeler, Roberta Fadda, Laurel M. Garrick Duhaney, Fraser Lauchlan, Margo Mastropieri, Kim M. Michaud, Brahm Norwich, Petra Ponte, Diane Richler, Richard Rose, Spencer J. Salend, Tom Scruggs, Roger Slee, Jacqueline Thousand, Richard Villa, Catharine Whittaker "Focusing on both theory and practice, this timely volume provides a refreshing set of challenges to all of us who are committed to the development of more inclusive education systems. The presentation of ideas and experiences from different countries is particularly powerful in this respect." Professor Mel Ainscow, University of Manchester, UK "Boyle and Topping provide a collection of salient chapters on critical issues pertaining to inclusive education from a collection of world leaders in the field. This book is scholarly, current, and research-based, yet at the same time readable and informative for a wide audience of university teachers and their students, along with practicing educators in the field. Recognizing that inclusive education is an ongoing project this book nevertheless provides a rigorous gestalt of inclusive education theory, practical advice for implementation, and potential barriers to success. This is one of the finest books on this topic currently available." Professor Tim Loreman, Faculty of Education, Concordia University College of Alberta, Canada
Download or read book Life Beyond the Classroom written by Paul Wehman and published by Brookes Publishing Company. This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Get the fully revised fifth edition of the landmark transition textbook--now updated with new chapters on current topics, all the latest best practices and research, more practical strategies, and an unrivaled package of multimedia instructor material
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exceptional Child Education Resources written by and published by . This book was released on 1999 with total page 778 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educators Perceptions of Implementing the Specialized Program Individualizing Reading Excellence written by Terra Elizabeth Brown Jordan and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative multiple case study was to describe educators’ perceptions concerning the implementation of the Specialized Program Individualizing Reading Excellence (SPIRE) as an intervention to help students meet state proficiency standards at a large suburban school district in Utah. Bandura’s self-efficacy theory served as the theoretical framework to guide an inquiry into educators’ beliefs and how well they executed the SPIRE intervention to answer the central research question, “How do educators explain their perceptions of the use of SPIRE in the classroom?” This study utilized a multiple-case study design that captured the perception of 12 educators who served in the role of literacy coach, district literacy specialist Title 1 Coordinator, special education teacher, or educational aid. Participants were selected through purposeful sampling to provide rich information about the phenomenon. Data were collected, analyzed, and triangulated through multiple sources: written letters, semi-structured interviews, and focus groups. The data were coded to formulate important ideas and to identify themes. The themes that emerged were educators’ understanding of SPIRE, the practice of SPIRE as an intervention, benefits of SPIRE, barriers to SPIRE, and professional development. Based on the findings, educators perceived that the implementation of SPIRE improved the struggling students’ reading scores on state proficiency standards.
Download or read book Personnel Preparation written by Thomas E. Scruggs and published by Emerald Group Publishing. This book was released on 2008-05-19 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: Advances in knowledge of effective strategies for the treatment of learning and behavioral disabilities are of little use without highly trained and effective personnel to implement these strategies. This volume discusses a wide range of important issues in the preparation of those personnel.
Download or read book Annual Meeting Program written by American Educational Research Association and published by . This book was released on 2008 with total page 544 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Learners with Mild Disabilities written by Ruth Lyn Meese and published by Wadsworth Publishing Company. This book was released on 1994 with total page 500 pages. Available in PDF, EPUB and Kindle. Book excerpt: This very applied text introduces preservice teachers to best practices for teaching learners with mild disabilities. The authors illustrate interactions among regular teachers, special education teachers and students with mild disabilities through the use of eight hypothetical case studies of students and teachers.
