This study examined the effectiveness of employing videoconferencing and Web-based instruction in the preparation of special education personnel. Due to the acute shortage of special education personnel, it was anticipated that the use of videoconferencing and online instruction would provide a convenient way for students to attend class without having to travel to the actual location of the educational site. Further, it was believed that this initiative would result in higher student enrollment in special education teacher certification programs, consequently leading to an increase of personnel in the field. Moreover, the increase in personnel would enhance the ability of educational institutions to address the dismal academic, social, and behavioral outcomes of students with disabilities. Information for the study was collected from surveys that investigated how students perceived the use of videoconferencing and web-based instruction in the preparation of special education personnel. Ninety-four graduate students responded to the videoconferencing surveys while 88 responded to the Web-based instruction surveys. Six respondents were randomly selected to participate in face-to-face interviews designed to investigate the effectiveness of both approaches. Findings indicated that videoconferencing and Web-based instruction are convenient ways for students to attend class although videoconferencing sites may not be conveniently located to all learners. Furthermore, the effectiveness of these media depends on several factors: the instructor, the course structure, the learners' learning styles, the quality and quantity of interaction between learners and the instructor, and whether technological problems interfere with the learning process. The study determined that the more structured and organized the course, the more significant the learning outcomes. Also, the maturity level of the students lends itself to accountability toward achieving the desired learning goals. Technological problems and the lack of user-friendly technology lower the effectiveness of videoconferencing and Web-based instruction. Further research will be valuable in improving theories and approaches currently used in the application of videoconferencing and Web-based instruction in the preparation of special education personnel.

This study was designed to investigate whether special education teachers are adequately trained to meet the literacy needs of students with mild to moderate retardation.

The rising rate of the autism spectrum disorders (ASD) has resulted in challenges for teachers in public schools, concerning the delivery of evidence-based practices for superior outcomes. Thus, school districts are in need of professional learning options that can be efficiently and effectively delivered to improve the procedural fidelity of interventions. The purpose of this study is to demonstrate the effectiveness of using telepractice to teach autism teachers how to contrive motivating operations to teach manding to students with ASD. By utilizing multiple baselines across participants design, four autism teachers in public schools received intervention support through an online module along with video models as well as direct performance feedback from autism specialists via video-conferencing. The primary dependent variable was the percentage of correct responses from the instructional procedures of task analysis, and the secondary measure was the subsequent rate of student mands. Data were analyzed both visually (i.e., through the study of behavioral patterns) and statistically (i.e., analysis of effect size). Results indicate that telepractice increased accuracy of both teacher and student target responses.

Research shows evidence of overrepresentation of culturally and linguistically diverse children enrolled in special education services, a positive correlation between parent involvement and academic success, and a plethora of barriers impeding active 6 parent participation in IEP development. Barriers include language, culture, low income, . and school climate and team dynamics. The aim of this study was to explore: (a) In what ways do special education teachers engage with culturally and linguistically diverse families from low-income homes in the IEP development process? (b) In what ways do special education teachers address culturally and linguistically diverse children's educational needs while also addressing both legal and workplace expectations? (c) In what ways do special education teachers develop IEPs with culturally and linguistically diverse families from low-income homes addressing both legal and workplace expectations? These questions were addressed qualitatively utilizing Moustakas's heuristic inquiry. Deductively exploring themes using Lipsky's street-level bureaucracy framework exposed challenges special education teachers in this study had addressing both legal and workplace expectations, such as meeting IDEA 2004 mandates. With a systems theory approach, themes and subthemes were identified as being interconnected. Power imbalances between stakeholders and socioeconomic differences across families appeared to be the most prolific barriers impeding parent participation. Inductive analysis explored emergent and uncovered themes elucidating what it meant to be a special education teacher.

The purpose of the thesis was to find out teachers' perception of the phenomenon of alternative and complementary communication (AAC) and how AAC enables pupils to develop their communicative and linguistic abilities. The study has a qualitative approach and it is based on a phenomenographic research approach and a socio-cultural perspective. The empirical data collection was done through interviews with eight teachers. The teachers work at or have experience of special needs schools for pupils with intellectual disability and pupils who lack verbal communication.  To analyze the material, thematic analysis was used. Through the interviews, it emerged from the teachers' statements that the phenomenon of AAC supports pupils who lack verbal communication to learning and social interactions. This, in turn, enables participation and independence. Based on the analysis of the results, four levels of description categories of AAC were made visible. Description category one is the most basic level and description category four the most advanced. Based on the results of the study, it is made visible that students should be offered communicative and linguistic development through the support of individualized AAC, practiced on their communicative and linguistic abilities based on the proximal development zone. It emerged from the result that categories one and two do not develop students' linguistic abilities in a qualified way, since within these categories of description, communication consists primarily of one-word sentences and does not contain grammar, word classes or sentence structures. Under category one you find AAC methods where students are offered communication through single images and objects.  Categories three and four include communication tools that contain linguistic development possibilities, such as alphabets, text, written language and speech synthesis that enable multi-word sentences. Based on the informants' statements, the need for AAC methods that develop the students' linguistic abilities is made visible. It also emerged that the collaboration with habilitation and speech therapists was a crucial factor in being able to offer students communication tools from categories three and four.

Students with autism spectrum disorder (ASD) have challenges with communication, social interactions, and behavior, which can limit their functioning in school settings. They need to have functional communication skills to access the curriculum and have their needs met across all social environments. Special education teachers often experience barriers to successful implementation of augmentative and alternative communication (AAC) interventions appropriate for these students. The purpose of this case study was to understand how special education teachers experience AAC intervention processes, and illuminate the conditions for effective AAC implementation. A qualitative case study was conducted using interviews from 6 credentialed special education teachers who worked with ASD students for a minimum of 2 years in a school district in a western state. Coding and thematic analysis of data from interviews and work journals was conducted using Ely's condition of change theory as a framework. Findings for teachers' perspectives of conditions needed to successfully implement an AAC intervention reflected the need for more time, resources, knowledge and skills, and investment from stakeholders. Recommendations included provision of resources to special education teachers for autism specific materials, on-going autism specific training and assistance, additional time for preparation and related duties necessary for working with these students. Future research on overall strengthening of AAC interventions and overcoming challenges for change is needed. Results of this study might assist schools in empowering ASD students by facilitating their functional communication skills, involvement, learning and academic opportunities across social environments.

Syftet med denna studie är att synliggöra hur studenter, i speciallärarutbildningen med inriktning utvecklingsstörning, upplever handledningen under sin VFU. Dessutom syftar studien till att få en bild av hur yrkesverksamma speciallärare, i särskolan, ser på samarbetet med högskolan samt få deras syn på handledning av blivande speciallärare. Som metod har en enkätstudie med blivande speciallärare och en intervjustudie med fem verksamma speciallärare på särskolan genomförts. Analysförfarandet utgår från hermeneutisk fenomenologisk ansats med fokus på relationell pedagogik. Analysen utgår från frågorna hur och vad studenterna och intervjupersonerna säger om handledning och samarbete.Resultatet visar att tid till reflektion och bemötande är två viktiga faktorer i handledning. Det har också framkommit att samarbetet kan utvecklas genom att högskolan ger tydligare direktiv gällande mål för studenters VFU och att högskolan får tillgång att forska i skolans verksamhet. Speciallärarna i verksamheten vill få ta del av ny forskning och fortbildning i ett samarbete. Kunskap om speciallärarprofessionen är viktig och när det gäller studenter som läser till speciallärare med inriktning utvecklingsstörning är fördjupade kunskaper om barn på tidig utvecklingsnivå något som behöver utvecklas. En ny yrkesprofession, nämligen förstelärare, är en grupp som eventuellt skulle kunna ha handledning som del i uppdraget, eftersom tre av fem intervjupersoner redan har det uppdraget och är dessutom intresserade av att handleda studenter.Det finns potentiella utvecklingsområden inom VFU i speciallärarutbildningen, inriktning utvecklingsstörning, där kunskap från denna studie kan bidra med att höja kvalitén på VFU:n i speciallärarutbildningen samt att utveckla och sprida kunskap om handledning i VFU, det vill säga hur yrkesteoretisk handledning som studenten möter på sin VFU bör se ut, såväl som vikten av samarbete mellan högskola och särskola. Mer forskning behövs. / The purpose of this study is to make visible how the students, in the special education teacher training program, focusing on intellectual disability, and experience supervision during their “working integration learning” (WIL). In addition, the study aims to get a picture of cooperation between the University and supervising teachers in school for children with intellectual disabilities as well as their views on the supervising of students. The methods employed were a questionnaire with the preparing special education teachers and interviews with five special education teachers at the school who took responsibility for supervision. The analysis upon the theoretical traditions of hermeneutist phenomenology with focus on relational pedagogy with an emphasis on what students and interviewed teachers say about supervision and cooperation.The results show that more time for reflection and a good treatment from the supervisor are two important factors in supervising preparing special educators. It also emerged that cooperation can be improved if the university provides clearer direction regarding goals for the students during WIL and the university provides access for prospective teachers to do research for science lessons. Special education teachers in the school for children with intellectual disabilities want to explore new research and training in a new partnership. Knowledge of the special education teaching profession is important and when it comes to students studying special education with an emphasis in intellectual disabilities, they need to acquire a deeper knowledge of children at early stages of development. An emerging position in schools is the head teacher or “first” teacher who might have supervision of preparing teachers assigned as a part of their job description. Three of the five teachers interviewed have supervision as a part of their work assignment and are interested in supervising preparing students.There are potential growth areas within the special education teachers regarding WIL, focusing children with intellectual disabilities, where the knowledge from this study may help to raise the quality of the WIL, and to develop and disseminate knowledge about supervision in the WIL as well as the importance of cooperation between universities and special schools. More research needs.

No description available.

The objective of education authorities worldwide is to enhance teachers’ professional capacities and practices through the supply of quality continuous professional development (CPD) activities. The South African education system has been subjected to many changes during the past two decades which have seriously affected the quality of education provided in schools country wide. Professional development (PD) of teachers has been found to be a key factor in raising standards in South African schools. Although the National Department of Education has identified teacher development as important, very little has transpired in the education system. School leaders should, therefore, take on the responsibility of providing their staff with PD opportunities. To support teachers in special schools and to enhance their professional capacity, the researcher designed, implemented and evaluated a collaborative PD model in six special schools in Gauteng. The aim of the study was to establish the value of the CPD programme on teachers’ learning, learners’ outcomes and whole school change. This multi-phased case study research was positioned within a bigger study conducted by the Gauteng Department of Education and in particular the Early Childhood Development Institute (ECDI). This larger study was based on the fact that most of the burn related accidents in South Africa occur in the 0-4 age group, which served as the rationale for including the fire safety programme in the ECD curriculum. The focus during the research was on the adaptation of fire safety activities and learners and teacher support materials for an inclusive classroom. This research reports on a two year study on the implementation of a CPD model based on collaboration and peer coaching. The theoretical framework for this study links to theories of constructivism, organisational theory of Senge, network and social capital. This research serves as an example of where valuable internal and external networks were formed for the benefit of all involved with the study. During this research theory and practice were successfully integrated for the benefit of the individual, the school and external organisations. / Department of Educational Leadership and Management / D. Ed. (Education Management)

The objective of education authorities worldwide is to enhance teachers’ professional capacities and practices through the supply of quality continuous professional development (CPD) activities. The South African education system has been subjected to many changes during the past two decades which have seriously affected the quality of education provided in schools country wide. Professional development (PD) of teachers has been found to be a key factor in raising standards in South African schools. Although the National Department of Education has identified teacher development as important, very little has transpired in the education system. School leaders should, therefore, take on the responsibility of providing their staff with PD opportunities. To support teachers in special schools and to enhance their professional capacity, the researcher designed, implemented and evaluated a collaborative PD model in six special schools in Gauteng. The aim of the study was to establish the value of the CPD programme on teachers’ learning, learners’ outcomes and whole school change. This multi-phased case study research was positioned within a bigger study conducted by the Gauteng Department of Education and in particular the Early Childhood Development Institute (ECDI). This larger study was based on the fact that most of the burn related accidents in South Africa occur in the 0-4 age group, which served as the rationale for including the fire safety programme in the ECD curriculum. The focus during the research was on the adaptation of fire safety activities and learners and teacher support materials for an inclusive classroom. This research reports on a two year study on the implementation of a CPD model based on collaboration and peer coaching. The theoretical framework for this study links to theories of constructivism, organisational theory of Senge, network and social capital. This research serves as an example of where valuable internal and external networks were formed for the benefit of all involved with the study. During this research theory and practice were successfully integrated for the benefit of the individual, the school and external organisations. / Department of Educational Leadership and Management / D. Ed. (Education Management)