Issue11

Updated: 6/16/2021
Issue11

Storyboard Text

  • Article 1: Preparing Special Educators for Collaboration in the Classroom: Pre-Service Teachers' Beliefs and PerspectivesBathany M Hamilton-Jones, Cynthia O, Vail
  • Are All Teachers Effective Prepared to Teach in an Inclusive Setting?
  • Article 2: A Model for Examining Teacher Preparation Curricula for InclusionJewell E. Cooper, Stephanie Kurtts, Ceola Ross Babe, Ada Vallecorsa
  • Inclusion has made way for collaboration, teacher training and supports to meet the needs of all students.
  • Educators ideas about inclusion and students with disabilities vary based on training, guidance and understanding.
  • Legislative mandates has increased need for highly qualified teachers, but programs have not met these. 
  • Article 1:-In the U.S. collaboration between special/general education teachers for students with disabilities.. Discussion about LRE, student success and effective teaching.-IDEA (2004) set regulations to determine appropriate LRE. (2007) results stated 57% of ESE students received services in the general education setting.-National Board for Professional Teaching Standards emphasis the need for collaboration between special/general education teachers.
  • Article 1: Study -Purpose of collaboration-define, outcomes, behaviors of teachers, challenges, preparedness. -Student success was achieved through collaboration with individualized instruction and academic supports. -Shared professional responsibility, planning time and resources, often in a co-teaching model.-Teachers were prepared to collaboration and have a good learning environment, to meet the needs of students through this coursework and experiences.
  • Article 2: -For several years, the number of special education students has increased 3.4% annual, increasing the need for trained professional and creating a teacher shortage.-The roles of teachers, necessary knowledge and skills, for effective teaching of students with disabilities is critical.-IDEA(2004) sets precedents and creates challenges for programs of special/general education teachers; leaving some unprepared to teacher in an inclusive environment. -Inclusion is considered beneficial, but the changes in roles of teachers, has created uncertainty for effective teaching.
  • Article 2: Study -Purpose to determine if programs teach the knowledge skills and competencies for special education students in inclusive settings.-Program competencies: knowledge, effective instructional practices, classroom management and behavioral interventions, formal and informal assessments, and communication-collaboration. -38% of programs had "fairly extensive or excellent", where 37% "somewhat or extremely limited" to prepare teachers.-Some concerns were adequate funding, faculty development, preparing students to meet professional standards, activities to prepare teachers to meet the needs of special education students.