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Strassfeld, Natasha M. – Teacher Education and Special Education, 2019
More than 40 years after passage of the Individuals with Disabilities Education Act (IDEA), some special education teacher preparation programs offer limited coursework on parent involvement, advocacy, or home-school collaboration. For pre-service special education teachers and/or novice special education teachers working with students with…
Descriptors: Preservice Teachers, Special Education Teachers, Parent Participation, Preservice Teacher Education
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Tran, Le M.; Patton, James R.; Brohammer, Margene – Teacher Education and Special Education, 2018
An Individualized Education Program (IEP) is the cornerstone for documenting the appropriate education being provided to students who qualify for special education and related services under the Individuals With Disabilities Education Act. A growing group of students with a disability are students who are culturally and linguistically diverse and…
Descriptors: Individualized Education Programs, Disabilities, Student Diversity, Teacher Competencies
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Dieterich, Cynthia A.; Chan, Paula E.; Price, Anne E. – Teacher Education and Special Education, 2017
The goal of Special Education is to help individuals with disabilities transition to meaningful adult roles. When students with disabilities pursue education majors, Special Education Faculty must balance their desire to support college students with disabilities, while maintaining the rigor of their academic programs. To gain a better…
Descriptors: Special Education, Disabilities, Academic Accommodations (Disabilities), Legal Responsibility
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Shepherd, Katharine G.; Fowler, Susan; McCormick, Jazarae; Wilson, Cynthia L.; Morgan, Daniel – Teacher Education and Special Education, 2016
Over the years, a variety of political, social, and other contextual factors have contributed to the expansion of roles for PK-12 special educators, leading to a complex set of challenges and opportunities that must be addressed as the field of special education looks to the future. Today's special educators need to collaborate with general…
Descriptors: Special Education Teachers, Teacher Educators, Teacher Role, Educational Policy
Klehm, Mary – Teacher Education and Special Education, 2014
Many students with disabilities (SWD) are not meeting proficiency, and achievement scores disaggregated by disability status show that SWD are often not meeting progress targets established by states. A survey was developed to collect data from 218 general and special educators to analyze trends in teachers' attitudes and practices that may be…
Descriptors: Teacher Attitudes, Special Education Teachers, Attitudes toward Disabilities, Teaching Methods
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Dieker, Lisa; Wienke, Wilfred; Straub, Carrie; Finnegan, Lisa – Teacher Education and Special Education, 2014
In this article, the authors provide a summary of the current techniques being used to recruit, retain, and support a diverse range of scholars, including students with disabilities, in a doctoral program. The manuscript provides a summary of the current need for leadership personnel who are scholars with knowledge in special education, general…
Descriptors: Doctoral Programs, Special Education, Special Education Teachers, Teacher Leadership
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Fults, Rachel Marie; Harry, Beth – Teacher Education and Special Education, 2012
Family-centered care and responsiveness to diversity are issues of great import for early childhood special education teachers. Nevertheless, the research for these related areas is divided throughout the field. The purpose of this study was to investigate the effects of a master's-level course designed to integrate instruction in family-centered…
Descriptors: Disabilities, Young Children, Attitude Change, Special Education Teachers
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Smith, Deborah Deutsch; Robb, Susan Mortorff; West, Jane; Tyler, Naomi Chowdhuri – Teacher Education and Special Education, 2010
The roles and obligations of teacher educators have expanded substantially in recent years. Expectations have increased because of national concerns about the overall achievement results of all students and because of specific federal mandates--expressed in reauthorizations of the No Child Left Behind Act and the Individuals With Disabilities…
Descriptors: Federal Legislation, Disabilities, Special Education Teachers, Special Education
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Judge, Sharon; Simms, Kathryn A. – Teacher Education and Special Education, 2009
The Individuals with Disabilities Improvement Act mandates that every student with an Individualized Education Program be considered for assistive technology (AT). As a result, future special educators need to have the knowledge and skills regarding AT. In this article, the authors report findings from a national study of special education teacher…
Descriptors: Individualized Education Programs, Disabilities, Special Education Teachers, Assistive Technology
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Jones, Melissa L. – Teacher Education and Special Education, 2009
With the implementation of the No Child Left Behind Act (2001), the Council for Exceptional Children's Content Standards for Beginning Special Education Teachers (2002), and the reauthorization of the Individuals with Disabilities Education Improvement Act (2004), the research to practice gap in special education has garnered increased attention.…
Descriptors: Federal Legislation, Disabilities, Special Education Teachers, Beginning Teachers
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Arthaud, Tamara J.; Aram, Roberta J.; Breck, Susan E.; Doelling, Jane E.; Bushrow, Kathy M. – Teacher Education and Special Education, 2007
As P-12 education changes to meet the needs of children and federal and state regulations, teacher education must change to prepare candidates with knowledge and skills expected of today's educators. The Individuals with Disabilities Education Act and No Child Left Behind Act increased opportunities for students with disabilities to be educated…
Descriptors: Preservice Teacher Education, Federal Legislation, Disabilities, Cooperation
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Harbort, Gina; Gunter, Philip L.; Hull, Karla; Brown, Queen; Venn, Martha L.; Wiley, Larry P.; Wiley, Ellen W. – Teacher Education and Special Education, 2007
Researchers examined roles and actions of members of "co-teaching" teams including a special educator and a regular educator in a public high school. Observational data were collected using momentary time sampling procedures. Results indicated that regular educators presented material to students in 29.93% of observed intervals; special…
Descriptors: Special Education Teachers, Teacher Behavior, Team Teaching, Teacher Collaboration
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Hardman, Michael L.; West, Jane – Teacher Education and Special Education, 2003
This article reviews the history of national policy for personnel preparation under Part D of the Individuals with Disabilities Education Act and offers some recommendations for federal policy that may increase special education faculty. It concludes that higher education must develop new ways of communicating its importance to policy makers.…
Descriptors: Disabilities, Educational Legislation, Faculty Recruitment, Federal Aid
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Kleinhammer-Tramill, Jeannie; Fiori, Thomas A. – Teacher Education and Special Education, 2003
This article provides an historical analysis of federal support for personnel preparation in special education. The evolution of the program is traced in terms of its continued emphasis on increasing and improving the quality of special education personnel as well as building capacity for preparation of future personnel. (Contains references.)…
Descriptors: Disabilities, Educational History, Federal Aid, Federal Legislation
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Werts, Margaret Gessler; Mamlin, Nancy; Pogoloff, Susan Mayfield – Teacher Education and Special Education, 2002
More than five million IEP conferences are conducted each year. Despite the number of meetings, many IEPs are not educationally useful or legally correct. A common concern for principals and special education directors hiring new special education teachers is their lack of information concerning IEP development and experience establishing parent…
Descriptors: Preservice Teachers, Parent Participation, Workshops, Parent School Relationship