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Bettini, Elizabeth; Gurel, Sungur; Park, Yujeong; Leite, Walter; McLeskey, James – Exceptionality, 2019
To effectively teach reading to students with and at risk for disabilities, special and general education teachers depend on principals who support effective specialized reading instruction. Yet, extant research indicates that principals have inadequate preparation for supporting specialized instruction. To address this issue, scholars have…
Descriptors: Principals, Administrator Qualifications, Special Education, At Risk Students
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Leko, Melinda M.; Handy, Tamara; Roberts, Carly A. – Exceptionality, 2017
This study presents findings from a survey of secondary special education teachers who teach reading. Respondents were 577 special education teachers from a large Midwestern state who completed an online or mail survey. Results based on quantitative and qualitative analyses indicate predominant foci of secondary special education teachers' reading…
Descriptors: Special Education Teachers, Educational Practices, Statistical Analysis, Qualitative Research
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Bettini, Elizabeth; Park, Yujeong; Benedict, Amber; Kimerling, Jenna; Leite, Walter – Exceptionality, 2016
This investigation examined relationships among special education teachers' working conditions (e.g., classroom characteristics, administrative support), personal characteristics (e.g., experience, certification status, self-efficacy), instructional quality, and students with disabilities' reading achievement and behavioral outcomes. Data from the…
Descriptors: Special Education Teachers, Teacher Effectiveness, Teaching Conditions, Teacher Characteristics
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Guckert, Mary; Mastropieri, Margo A.; Scruggs, Thomas E. – Exceptionality, 2016
Although evidence-based practices are considered critical to student success, a research-to-practice gap exists. This qualitative study examined practicing special education teachers' perceptions of their use of evidence-based practices. Special education teachers were interviewed and their classroom practices examined. Major themes emerged and…
Descriptors: Special Education Teachers, Evidence Based Practice, Research and Development, Theory Practice Relationship
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Kauffman, James M.; Badar, Jeanmarie – Exceptionality, 2014
The authors argue that insufficient attention has been given to foundational concepts in special education. Two classes of foundational concepts are discussed: human constructions and logico-mathematical facts. Four human constructions are examined: (1) making teaching most important, (2) discriminating among ideas, (3) choosing conceptual models,…
Descriptors: Special Education, Fundamental Concepts, Teaching Methods, Communication (Thought Transfer)
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Vujnovic, Rebecca K.; Fabiano, Gregory A.; Morris, Karen L.; Norman, Kelly; Hallmark, Charles; Hartley, Chelsey – Exceptionality, 2014
Approaches consistent with a Response to Intervention (RTI) framework are becoming increasingly prominent. The present study is a preliminary investigation aimed at gaining a greater understanding of educators' knowledge of RTI and application of RTI principles. It serves as the first step toward understanding educators' preparation to implement…
Descriptors: Response to Intervention, Teacher Surveys, Online Surveys, Progress Monitoring
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Gagnon, Joseph Calvin; Maccini, Paula; Mulcahy, Candace – Exceptionality, 2014
The current study focuses on results from a national survey of special education mathematics teachers in secondary psychiatric schools. A total of 115 (33.04%) respondents completed a mail or online survey concerning school-level mathematics curriculum and assessment policies and practices. No statistically significant differences existed between…
Descriptors: National Surveys, Special Education Teachers, Mathematics Teachers, Special Schools
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Weiss, Margaret P.; Petrin, Robert A.; Farmer, Thomas W. – Exceptionality, 2014
Despite the importance of special educators in the current era of educational reform, there is no overarching portrait of special educators' roles, especially in rural schools where the provision of services is especially challenging. Using latent class analysis and data from a national sample of rural school districts, we identified four distinct…
Descriptors: Special Education Teachers, Teacher Response, Rural Schools, Teacher Role
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Boe, Erling E.; deBettencourt, Laurie U.; Dewey, James; Rosenberg, Michael; Sindelar, Paul; Leko, Christopher – Exceptionality, 2013
After decades of growth, the number of special education teachers (SETs) has begun to decline. In 2009, U.S. schools employed 13% fewer SETs than in 2006. The number of annual new hires of SETs also dropped dramatically in some states. The onset of these declines predated the economic downturn of 2008 and resulted in part from a steady decline…
Descriptors: Special Education Teachers, Public School Teachers, Teacher Supply and Demand, Economic Climate
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Lindstrom, Jennifer H.; Sayeski, Kristin – Exceptionality, 2013
The Individuals with Disabilities Education Act (2004) has had substantial influence on special education in general and the field of learning disabilities in particular. Since its reauthorization in 2004, ongoing regulatory efforts have been underway to determine its operationalization and implementation. Of particular concern to those involved…
Descriptors: Identification, Learning Disabilities, Special Education, Response to Intervention
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Karvonen, Meagan; Wakeman, Shawnee; Flowers, Claudia; Moody, Shauna – Exceptionality, 2013
In the decade since alternate assessments based on alternate achievement standards (AA-AAS) were first required, special education teachers have had to develop content knowledge and pedagogical skills to teach academics to students with significant cognitive disabilities. The purpose of this study is to examine the impact that teachers'…
Descriptors: Special Education, Special Education Teachers, Alternative Assessment, Academic Standards
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Cuenca-Sanchez, Yojanna; Mastropieri, Margo A.; Scruggs, Thomas E.; Kidd, Julie K. – Exceptionality, 2012
We examined the effectiveness of the Self-Regulated Strategy Development (SRSD) model of writing instruction with a self-determination training component for middle school-age students with emotional and behavioral disorders. We randomly assigned students to experimental or comparison treatments during which special education teachers provided the…
Descriptors: Self Determination, Writing Skills, Experimental Groups, Self Efficacy
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Thompson, James R.; Wehmeyer, Michael L.; Hughes, Carolyn – Exceptionality, 2010
A person-environment fit conceptualization of intellectual disability (ID) requires educators to focus on the gap between a student's competencies and the demands of activities and settings in schools. In this article the implications of the person-environment fit conceptual model are considered in regard to instructional benefits, special…
Descriptors: Personality Theories, Mental Retardation, Special Needs Students, Models
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Ricci, Leila A.; Osipova, Anna – Exceptionality Education International, 2018
In this era of reading as a priority, research has indicated that children with Down syndrome (DS) can indeed learn to read, attaining functional levels of literacy and beyond. Families of children with DS are also increasingly advocating for reading instruction for their children. However, few studies have examined what beginning educators know…
Descriptors: Down Syndrome, Children, Reading Instruction, Preservice Teachers
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Rose, Chad A.; Monda-Amaya, Lisa E.; Preast, June L. – Exceptionality Education International, 2018
Successful approaches for decreasing bullying among youth hinge on the competence of teachers, yet teachers' perceptions of bullying often differ from those of students. This study used the Bullying Perceptions Scale--Revised to investigate perceptions of 221 pre-service teachers at a large university in the midwestern United States. Results…
Descriptors: Preservice Teachers, Student Attitudes, Bullying, Verbal Communication
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