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Cormier, Christopher J.; Scott, LaRon A.; Powell, Christine; Hall, Kendra – Teacher Education and Special Education, 2022
This qualitative study of 10 Black men who teach special education found that they experience their socialization into the profession by school leaders and other system-level influencers as both challenging and conflicting. Although past research demonstrates that Black men who teach special education face pressure to engage in noninstructional…
Descriptors: African American Teachers, Special Education Teachers, Males, Socialization
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Drame, Elizabeth R.; Pierce, Nigel P.; Cairo, Halle – Teacher Education and Special Education, 2022
Many special education teacher preparation programs emphasize equity and social justice when preparing future educators who are well equipped to address racial disparities in education. Black special education teacher educators have an impactful role to play in the visioning of racially equitable teacher preparation programs, despite often being…
Descriptors: Special Education Teachers, African American Teachers, Social Justice, Racial Bias
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Kulkarni, Saili S.; Bland, Samuel; Gaeta, Joanna Marinia – Teacher Education and Special Education, 2022
Special education teachers of color (SETOC) multiply experience marginalized positions as students of color in P-12 classrooms, as teachers in teacher preparation programs, and alongside the experiences of students of color with disabilities. Instead of drawing from their identities, SETOC tend to be absorbed into the ableist, behaviorist, and…
Descriptors: Special Education Teachers, Minority Group Teachers, Students with Disabilities, Social Bias
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Siuty, Molly Baustien; Atwood, Alexis – Teacher Education and Special Education, 2022
Scholars argue that teaching for disability and racial justice in education must be intersectional to jointly disrupt the marginalizing processes that occur at the nexus of ableism and racism. It has been suggested that special educators of color can play a key role in addressing inequity and disproportionality in special education. Yet, special…
Descriptors: Special Education, Special Education Teachers, African American Teachers, Women Faculty
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Boveda, Mildred; Weinberg, Andrea E. – Teacher Education and Special Education, 2022
The intersectionally conscious collaboration protocol for teacher educators (ICC-TE) expands on existing models of collaboration by drawing from intersectionality as conceptualized by Black feminist theorists, collaborative teacher education, and frameworks for stakeholders to establish and maintain ethical, student-centered relationships. The…
Descriptors: Teacher Education, Hispanic Americans, Minority Group Teachers, College Faculty
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Shurr, Jordan; Bouck, Emily C.; McCollow, Meaghan – Teacher Education and Special Education, 2022
Teachers of students with extensive support needs (ESN) often perform many leadership-related tasks, such as supervising paraprofessionals or advocating school wide for student accessibility and inclusion. While teacher leadership has received considerable attention in research and practice, much of the attention has resided in general education…
Descriptors: Teacher Competencies, Teacher Educators, Teacher Attitudes, Teacher Education
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Park, Jiyeon; Bagwell, Ashley F.; Bryant, Diane P.; Bryant, Brian R. – Teacher Education and Special Education, 2022
Assistive technology (AT), a major source of adapted educational services, has been accepted as a valuable tool for students with disabilities in schools. Teacher readiness is a key factor in determining a student's successful inclusion, but many general and special education teachers are not fully prepared to implement AT in schools. In this…
Descriptors: Technology Integration, Assistive Technology, Teacher Education, Special Education Teachers
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Catherine Scheeler, Mary; Markelz, Andrew; Taylor, Jonte C.; Deshpande, Divya S.; Wolfe, Pamela – Teacher Education and Special Education, 2022
Bullying in schools is a national problem receiving much needed attention. Teacher workplace bullying is a lesser known but equally debilitating problem. Our purpose in doing this study is to examine the problem of teacher workplace bullying and its effect on teachers, students, and schools. We surveyed 173 general and special education teachers…
Descriptors: Bullying, Work Environment, Incidence, Special Education Teachers
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Mickelson, Ann M.; Correa, Vivian I.; Stayton, Vicki D. – Teacher Education and Special Education, 2022
The movement toward collaborative models of preservice early childhood preparation, those that attempt to "blend" preparation for both early childhood education (ECE) and early intervention/early childhood special education (EI/ECSE), is entering its fourth decade. This position paper presents a historical analysis of the blended…
Descriptors: Early Childhood Education, Special Education, Early Intervention, Preservice Teacher Education
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Cheyney-Collante, Kristi; Gonsalves, Vivian; Giuliani, Sarah – Teacher Education and Special Education, 2022
The International Dyslexia Association estimates that on average, as many as 15% to 20% of the population may display symptoms of dyslexia, which include inaccurate or laborious reading, and weak spelling and writing. Unfortunately, many individuals with dyslexia have found themselves surrounded by school and community members who do not…
Descriptors: Online Courses, Dyslexia, Symptoms (Individual Disorders), Identification
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Markelz, Andrew M.; Nagro, Sarah A.; Szocik, Katherine; Monnin, Kevin; Gerry, Margot; Macedonia, Anna; Mason, Allison – Teacher Education and Special Education, 2022
The purpose of this study was to examine the nature and extent that undergraduate special education programs teach special education law. Extant data from the state department of education websites and a sample of university department webpages (n = 67) were analyzed to identify educational requirements. In addition, a sample of faculty…
Descriptors: Teacher Education, Special Education, Laws, Undergraduate Study
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Maggin, Daniel M.; Collins, Tai A.; Foster, Josalyn A.; Scott, Meagan N.; Mossing, Kandace W.; Dorsey, Catrina M. – Teacher Education and Special Education, 2022
The field of special education continues to grapple with the presence and implications of disproportional representation related to race and ethnicity. While research focuses mostly on disproportional representation of students, there remains long-standing acknowledgment that too few students of color populate our special education university…
Descriptors: Teacher Attitudes, College Faculty, Doctoral Students, Doctoral Programs
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Gesel, Samantha A.; Foreman-Murray, Lindsay; Gilmour, Allison F. – Teacher Education and Special Education, 2022
Students with disabilities are served by both special and general educators, yet teachers often feel unprepared to meet the needs of these students in their classrooms. Using data from a nationally representative survey, we examined the sufficiency of teachers' access to supports available for meeting the needs of students with high-incidence…
Descriptors: Students with Disabilities, Student Needs, Intervention, Instructional Program Divisions
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Myers, Jonté A.; Redding, Christopher; Brownell, Mary T.; Gage, Nicolas A.; Leite, Walter – Teacher Education and Special Education, 2022
This latent class analysis study used a bias-adjusted three-step approach to empirically identify mutually exclusive clusters of teacher professional qualifications based on commonly studied indicators of teacher quality. We then examined the relationship between cluster membership and the mathematics gains of adolescents at risk for mathematics…
Descriptors: Teacher Qualifications, Mathematics Achievement, Achievement Gains, Adolescents
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DeJarnette, Anna Fricano; Hord, Casey – Teacher Education and Special Education, 2022
Posing questions is a direct way for teachers to push students to verbalize justifications and make connections among ideas--a crucial component of giving students with learning disabilities access to high levels of mathematical reasoning--but this skill is difficult to learn. We recruited four pre-service special education teachers to provide 1-1…
Descriptors: Questioning Techniques, Preservice Teachers, Special Education Teachers, Algebra
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