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Fisher, Karin M.; Norris, Angela – Journal of Special Education Apprenticeship, 2023
Research and policy in the field of teacher education recommend that special education (SPED) programs include opportunities for candidates to practice in supervised field experiences. Such field experiences (a) engage candidates in professional practice, (b) reduce their anxiety, (c) gain confidence, and (d) allow them to view themselves as…
Descriptors: Special Education, Student Teachers, Student Teaching, Field Instruction
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Evashkovsky, Maya; Osipova, Anna V. – Journal of Special Education Apprenticeship, 2023
Novice special education teachers (SETs) often report on stress and burnout in their jobs, identifying collaboration with colleagues as a factor that supports them during the first years (Belknap & Taymans, 2015). While previous research focused on teachers' support from their mentor teachers, administrators, and colleagues, in this study we…
Descriptors: Beginning Teachers, Special Education Teachers, Paraprofessional School Personnel, Mentors
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Mahoney, Michael W. M. – Journal of Special Education Apprenticeship, 2023
The purpose of this paper is to review peer-mediated interventions (PMI) as an effective teaching strategy in supporting the academic achievement of students diagnosed with autism spectrum disorder (ASD) and additional learning needs. Using a systematic review of the literature, eleven (11) peer-reviewed articles met the criteria for inclusion.…
Descriptors: Peer Teaching, Intervention, Students with Disabilities, Autism Spectrum Disorders
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Paul, Claire Donehower; Walker, Jennifer; Thomas, Cathy; Taylor, Matthew S.; Best, Jamie; Diaz, Morgan; Rose, Chad A.; Vasquez, Eleazar – Journal of Special Education Apprenticeship, 2023
The need for highly effective and qualified special educators continues to be a national concern. One of the primary reasons why teachers leave the profession is a lack of effective behavior management skills. Learning how to assess challenging behavior and its causes through functional analysis is one method to enhance teacher skillset in this…
Descriptors: Special Education Teachers, Teacher Competencies, Classroom Techniques, Behavior Modification
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Higgins, Johanna P.; Riggleman, Samantha; Lohmann, Marla J. – Journal of Special Education Apprenticeship, 2023
Early childhood special education (ECSE) teachers support children who qualify for Individualized Education Programs (IEPs) mandated by the Individuals with Disabilities Education Act (IDEA, 2004). ECSEs generally serve children under the age of five and are often asked to guide the development of a plan to decrease persistent challenging…
Descriptors: Early Childhood Education, Special Education, Intervention, Behavior Problems
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Wikel, Kristin; Markelz, Andrew M. – Journal of Special Education Apprenticeship, 2023
Students with chronic health conditions experience many challenges, such as increased school absences, that may impact academic success. Additional academic problems exist for students with chronic health conditions who also have socioeconomic status (SES) factors. A systematic literature review as conducted to study the interactions between…
Descriptors: Chronic Illness, Special Needs Students, Student Needs, Attendance
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Shauger, Rob; Boothe, Kathleen A.; Lohmann, Marla J. – Journal of Special Education Apprenticeship, 2023
According to the National Center for Education Statistics (2022), the number of college students enrolled in at least one online course was approximately 11 million during the 2021-2022 school year. Knowing that institutes of higher education (IHEs) are responsible for teaching students who are primarily online learners, special education teacher…
Descriptors: Preservice Teachers, Special Education Teachers, Online Courses, Educational Technology
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Kisinger, Kerry; Wood, Charles L. – Journal of Special Education Apprenticeship, 2023
This study evaluated the comparative effects of presession and interspersed attention on the disruptive behavior of an at-risk student in an inclusive fourth-grade classroom. Data indicated a decrease in disruptive behavior during both presession and interspersed attention conditions with the interspersed condition producing the lower level.…
Descriptors: Inclusion, Elementary School Students, Validity, Measures (Individuals)
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Kondo, Sachi; Golloher, Andrea; Simpson, Lisa A.; Hughes, Peg A. – Journal of Special Education Apprenticeship, 2023
Despite the push to increase inclusive early childhood (EC) care and education programs to support the learning and development of all children, such programs remain rare in California where most preschoolers with disabilities receive special education services in special day classrooms. Developing inclusive programs requires EC educators who are…
Descriptors: Early Childhood Teachers, Readiness, Inclusion, Preschool Children
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Randall, Kristina N.; Hirsch, Shanna E.; Allen, Abigail A. – Journal of Special Education Apprenticeship, 2023
Prior research suggests that the use of multimedia instruction along with video modeling increases the ability of individuals with intellectual disability (ID) to independently complete tasks. However, the previous research has not always included instruction of the underlying vocabulary, nor has it always resulted in skill maintenance. The…
Descriptors: Multimedia Instruction, Video Technology, College Students, Students with Disabilities
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Larios, Rosalinda J.; Chiu, Calli Lewis; Ylagan-Nicanor, Rohanna – Journal of Special Education Apprenticeship, 2023
In the state of California, the Education Specialist Teaching Performance Assessment (EdSp TPAs) is the latest accountability measure to be required of aspiring education specialists. Existing literature has been overwhelmingly critical of the TPAs (Dover, 2022; Valdez et al., 2020). And now, in the dawn of the EdSp TPAs, there must be a candid…
Descriptors: Performance Based Assessment, Preservice Teachers, Specialists, Special Education
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Greene, Kai J.; Esposito, M. C. Kate – Journal of Special Education Apprenticeship, 2023
Educators are bound to encounter students with a broad range of speech-language and communication needs in their respective classrooms. According to federal mandates, current and future teachers are required to implement inclusive practices, which involves providing access to communication for all students. This practitioner-focused article shares…
Descriptors: Interprofessional Relationship, Teacher Expectations of Students, Special Needs Students, Speech Language Pathology
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Kristina Rios; Wei-Mo Tu – Journal of Special Education Apprenticeship, 2023
Family involvement is an essential component of the special education process for youth with intellectual and developmental disabilities (IDD). In addition to the legal requirement that parents should be equal partners in the decision-making of the student's IEP program (IDEA, 2004), a bulk of empirical research demonstrates the positive impact of…
Descriptors: Special Education, Students with Disabilities, Intellectual Disability, Barriers
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Lichte, Amy; Scheef, Andrew R. – Journal of Special Education Apprenticeship, 2022
Paraprofessionals are often hired to conduct one-on-one or small group support to students with disabilities within the K-12 school system. Existing literature illustrates a limited expectation that paraprofessionals in school districts receive training surrounding their job requirements. With the rise of students being identified for special…
Descriptors: Paraprofessional School Personnel, Elementary Secondary Education, Students with Disabilities, Training
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Gordon, Amber M.; Musick, Kurustun S.; King, Alison R.; Wallace, Erin Stehle – Journal of Special Education Apprenticeship, 2022
The purpose of this study is to examine the readability levels of the state departments of education guidance documents regarding COVID-19 protocols for families of students receiving special education services. The authors searched the 50 states and the District of Columbia's departments of education websites for their COVID-19, special…
Descriptors: COVID-19, Pandemics, Readability, Special Education
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