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ERIC Number: ED531880
Record Type: Non-Journal
Publication Date: 2010
Pages: 4
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
First Year Challenges: Using the Concerns of Novice Special Education Teachers to Inform Preservice Practices. Induction Insights. Supporting Special Education Teachers - Teacher Educators [TEII-1]
National Center to Inform Policy and Practice in Special Education Professional Development
The learning curve is high for novice special education teachers. They must assume full teaching responsibilities while at the same time becoming familiar with district and school policies, curriculum, and assessment policies and procedures. They are expected to build relationships with administrators, teachers, paraprofessionals, families, and other service providers. For the most part, novice special education teachers have the same responsibilities as their more experienced counterparts, even though they may lack the knowledge and skills of their more experienced peers. Novice special education teachers face many challenges. An understanding of these new teachers' unique concerns can help teacher educators plan preservice and ongoing professional development activities for them. This Brief looks at novice special education teachers' concerns in the following areas: (1) Inclusion, collaboration, and interactions with adults; (2) Instructional support; and (3) Managing roles.
National Center to Inform Policy and Practice in Special Education Professional Development. 1403 Norman Hall, P.O. Box 117050, Gainesville, FL 32611. Tel: 352- 273-4259; Fax: 352-392-5929; e-mail: NCIPP@coe.ufl.edu; Web site: http://ncipp.education.ufl.edu
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: National Center to Inform Policy and Practice in Special Education Professional Development (NCIPP)