Special Education Teacher Education Research Papers (original) (raw)

2025, Kanchana

Abstract:
This article critically evaluates the English language learning capacities of bilingual children from middle-income families in Sri Lanka. Drawing upon educational, socio-cultural, and cognitive factors, the study highlights the strengths and challenges these learners face in acquiring English as a second or additional language. It further reflects on the implications for educational policy and practice in the Sri Lankan context.
Keywords: bilingualism, English language learning, Sri Lanka, middle-income families, language acquisition

2025

Este articulo aborda algunos elementos de la educación inclusiva en Nicaragua, con énfasis en las características de estudiantes con discapacidad múltiple y en las metodologías que los docentes implementan para favorecer su aprendizaje integral. Además, se propone una guía metodológica dirigida a docentes para optimizar el aprendizaje de estos estudiantes, ampliando sus oportunidades de atención y fortaleciendo las redes de apoyo dentro de la comunidad educativa. El estudio se desarrolló bajo un enfoque cualitativo y descriptivo, con la aplicación de técnica de grupo focal y la observación. La muestra estuvo conformada por 39 protagonistas entre madres de familias, estudiantes, docentes y miembros del equipo directivo del centro educativo, todos ellos seleccionados por criterio de conveniencia. Los principales hallazgos del estudio indican que los estudiantes con discapacidad múltiple tienen un gran potencial para continuar avanzando en su educación, a pesar de los retos académicos que enfrentan. Aquellos que han desarrollado habilidades en socialización, autonomía y manejo de conceptos como orientación y movilidad han logrado reconocer y desplazarse con mayor facilidad en su entorno. Así mismo, han adquirido habilidades básicas de lectoescritura y cálculo matemático. El rol de los docentes ha sido fundamental en este proceso, gracias a su vocación, compromiso y su experiencia pedagógica. No obstante, aún existen aspectos metodológicos y didácticos por fortalecer, así como la necesidad de un mayor trabajo conjunto entre las familias y el equipo directivo del centro educativo para garantizar una respuesta equitativa, inclusiva e integral.

2025, Journal of Disability Policy Studies

Although entry into the world of work is a prominent marker of postschool success in the United States, students with severe disabilities often leave high school without the skills, experiences, and supports that lead to meaningful employment. The authors examined the extent to which an array of student, family, and school factors was associated with employment during the 2 years following high school. Having held a paid, community-based job while still in high school was strongly correlated with postschool employment success. In addition, being male and having more independence in self-care, higher social skills, more household responsibilities during adolescence, and higher parent expectations related to future work were all associated with increased odds of employment after school for young adults with severe disabilities. Implications for transition policy and practice are presented along with recommendations for future research addressing the career development of youth with in...

2025, Journal of English Language Teaching

This study explores the strategic use of regional languages in English as a Second Language (ESL) classrooms in the multilingual landscape of Indian higher education contexts. Based on insights from reflective journals and interviews with ESL teachers in Assam, the research identifies key considerations for balancing regional language use without compromising English language learning. Drawing on the frameworks of Prabhu's Communicational Teaching Project and Kumaravadivelu's Postmethod Pedagogy, findings highlight how regional language support enhances learner participation, comprehension, and confidence. The study offers a set of practical guidelines aimed at promoting flexible, context-driven English instruction in multilingual settings.

2025, Cognitive Remediation Journal

V naší práci popisujeme první zkušenosti s novou formou intervence u pacientek s mentální anorexií. Jedná se o kognitivní nácvik, který provádí rodič s pacientkou v domácím prostředí. Vycházíme ze zkušeností s kognitivní remediací zaměřenou na kognitivní deficity této populace pacientek, tedy na sníženou schopnost set-shiftingu a slabou centrální koherenci. Zároveň využíváme zkušeností z vícerodinné terapie. Naší pilotní studie se účastnilo 8 rodin. Jednalo se o rodiče a dcery trpící mentální anorexií ve věku 15-19 let. Uvádíme první výsledky kvalitativního a kvantitativního hodnocení intervence rodiči a pacientkami a na jejich základě navrhujeme možnosti modifikace.

2025, Exceptional Children

2025, Focus on Exceptional Children

As technology evolves, so does its impact on our lives. These changes clearly affect our daily activities, but how might they also impact education, teachers, atid the lives of students with disabilities? This article focuses on technological innovations and their potential implications for students and teachers in our schools. How changes in technology are impacting today's learners is highlighted by a study of yotith ages 8-18 completed by the Kaiser Family Foundation (2004). The Foundation labeled and defined this age group as Generation M, youth who use multimedia daily. This new generation was found not to disregard older media but simply to be skilled at multitasking-using various types of media simultaneously (e.g.. watching TV. text messaging. and playing an online game at the same time). In its research of more than 700 kids who journaled for 7 days about their use of media, the Kaiser Family Foundation found that: The typical 8-to 18-year-oid lives in a home with an average of 3.6 CD or tape players. 3.5 TVs. 3,3 radios, 2.9 VCRs/DVD players. 2.1 video game consoles, and 1.5 computers. Indeed, one in four (24%) live in homes with five iir more TVs. hall" (53%) live in homes wiih three or more VCRs/DVD players. h:ilf (fi6'í>) have two or more video game players, and one-third (34'Ji I live in homes with a digital video recorder. Cable or satellite TV service is widely available (more than eight in ieii young people have one or ttie other), and a majority of youth (55%) get premium channels such as HBO al home. (p. 5). GenerationMisexposed to and expects that technology will bepart of daily life. Yet. these expectations create a gap between those who are students in today's schools and those who teach this generation of learners. We conjecture that there may be an even wider gap between higher-educalion professionals who are preparing these future teachers to serve Generation M students. This article does not emphasize the problems that these gaps may create but. rather, the potential implications of these emerging technologies^which have tremendous potential for teacher educators, classroom teachers, and students with disabilities. The authors of this article come from diverse disciplines, representing a different type of team than one normally sees in the discipline of special education. This diversity is both necessary and natural when technology is applied to the educational needs of today's

2025, Focus on Exceptional Children

2025, Psychology and Education: A Multidisciplinary Journal

Inclusive education presents significant challenges for general education teachers, particularly in mainstream classrooms where learners with special needs are integrated. This study explored the lived experiences of general education teachers in Davao Oriental, Philippines, who manage inclusive classrooms without specialized training. The overarching objective was to understand how these teachers navigate instructional, emotional, and institutional demands while fostering inclusive practices. Specifically, the study sought to uncover their experiences, coping mechanisms, and insights that inform their teaching strategies. A qualitative phenomenological design was employed to capture the personal narratives of five purposively selected teachers. Data were collected through semi-structured, in-depth interviews and analyzed using descriptive phenomenological method of Colaizzi. The participants shared their experiences of teaching learners with special needs alongside regular students, highlighting the emotional stress, lack of preparation, and instructional challenges they face. Findings revealed three major themes: (1) difficulties in addressing diverse learning needs, (2) emotional strain due to limited resources and support, and (3) inadequate training in inclusive education. Despite these challenges, teachers demonstrated resilience through differentiated instruction, peer collaboration, and continuous professional development. They emphasized the importance of school and parental support, flexible teaching strategies, and a collaborative culture in promoting inclusive education. This study contributes to the understanding of inclusive teaching from the perspective of general education teachers and underscores the need for systemic support, targeted training, and shared responsibility in inclusive education. It offers practical insights for educational institutions aiming to strengthen inclusive practices and teacher preparedness.

2025, Journal of special education preparation

After more than 20 years of a critical shortage in special education teachers, this mid-Atlantic state expedited program development for undergraduate-level teacher preparation programs. To meet the accelerated timeline, one program at a large public university used its graduate-level coursework as a model for the undergraduate level program. After initial implementation, it was clear that revisions were necessary. In this article, we provide a description of the program revision activities conducted, including (a) building a representative advisory board, (b) conducting a needs assessment, (c) developing a coherent curriculum map, (d) creating an action plan and implementing reforms, and (e) reviewing ongoing activities for continuous improvement. Implications are described, including how special education teacher preparation programs can use the CEEDAR Center Roadmap to Educator Preparation Reform to guide data-based program revisions, conduct a Q-Sort Activity as a systematic way to identify program priorities, and engage in program review activities, ultimately to better prepare special educators and reduce the teacher shortage.

2025, Journal of Teaching and Learning with Technology

Coaching is becoming a more widely-accepted model of support for both preservice and inservice P-12 teachers. With the use of technology such as Bluetooth headsets and live streaming, coaching has become less intrusive and more “in the moment.” In this case study, we describe the use of an eCoaching process for two PhD students who taught courses in a teacher preparation program of a higher education institution. The four-step process included (a) observing the PhD students teach, (b) collaboratively developing instructional goals with the coach, (c) providing performance feedback while coaching, and (d) reflecting on the process with the two PhD students who were teaching undergraduate courses. Findings indicate that eCoaching was well received and provided multiple opportunities for both PhD students and their coach to reflect on instruction as well as the eCoaching process. Implications for practice and future research are discussed.

2025, DUMILIG.,RJ & NAPILA., E.

This study journeyed into the real-life stories of Special Needs Education (SNED) teachers, aiming to uncover the heart of their professional experiences within the context of 21st-century education. Using a qualitative narrative inquiry, we listened deeply to these educators through in-depth, semi-structured interviews that opened a window into their daily challenges, joys, and strategies. Their stories revealed not just the facts, but the feelings, thoughts, and teaching choices that shaped their work in inclusive classrooms. By focusing on their voices, this research shed light on the complexities SNED teachers faced and how they continued to adapt and persevere in a demanding and ever-changing educational landscape shaped by new technologies, diverse learners, and evolving policies. This approach helped us understand their world from within, making their lived experiences the center of the study, and offering valuable insights to inform policy, training, and support systems.

2025

This report details the Inquiring Teachers, Inquiring Learners project which was developed to support partner institutions to develop and apply a culture of action research within their organisation. The underlying principle of the project was professionalism and in particular the promotion and development of teachers’ professional identities and attitudes as the key to the enhancement of student learning, above all, a vision of the ‘inquiring teacher’. Inquiring teachers it is felt are more likely to develop inquiring learners. Teachers are best placed to know about their subjects and their learners’ needs within their local contexts. The project aimed to support partners of the School of Education to develop the skills and knowledge to define and undertake an action research project that would contribute to improving ITE within their context.Education and Training Foundatio

2025, المجلة المصرية للدراسات المتخصصة

هدفت الدراسة إلى التعرف على فعالية توظيف لعب الأدوار في تنمية التحصيل الدراسي لدى
الأطفال ذوي صعوبات تعلم القراءة، واعتمدت الدراسة على المنهج التجريبي، وتكونت عينة
الدراسة من ) 32 ( طفلاً من الملتحقين بالصف الثالث الابتدائي، واستخدم الباحث كل من التطبيق
القبلي والبعدي والتتبعي للاختبار التحصيلي في القراءة، وذلك لقياس مدى فعالية لعب الأدوار في
تنمية التحصيل لدى عينة الدراسة ، وتوصلت الدراسة إلى وجود فروق ذات دلالة إحصائية بين
متوسطات درجات المجموعة التجريبية في التطبيق القبلي والبعدي للاختبار التحصيلي في القراءة
لصالح التطبيق البعدي بعد تطبيق جلسات لعب الأدوار
الكلمات الدالة : لعب الدور ، التحصيل الدراسى ، صعوبات تعلم القراءة

2025, Psychology and Education: A Multidisciplinary Journal

This qualitative case study explores the lived experiences of Special Education (SPED) teachers in teaching learners with dyslexia in public schools in Davao Oriental, Philippines. Dyslexia presents challenges in literacy development, particularly in writing, and many teachers lack the training and resources to address these needs effectively. The study aimed to understand how SPED teachers navigate these challenges, what strategies they employ, and how they adapt their practices to support writing development among dyslexic learners. Using a case study design, the research involved in-depth interviews with three SPED teachers who had at least two years of experience teaching students with dyslexia. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify recurring patterns and insights. The study was grounded in Vygotsky's Sociocultural Theory, emphasizing the role of guided learning and social interaction in cognitive development. Findings revealed three major themes in the teachers' experiences: initial uncertainty and self-doubt, the celebration of incremental learner progress, and personal and professional growth through reflective practice. Teachers reported challenges such as learners' difficulty understanding instructions, fear of making mistakes, and a lack of instructional materials. Despite these obstacles, they employed adaptive strategies including personalized visual aids, multi-sensory instruction, and scaffolded writing tasks. Emotional resilience and a strong sense of purpose helped sustain their motivation. The study underscores the importance of equipping SPED teachers with targeted training, adequate resources, and collaborative support systems. It highlights the transformative potential of reflective teaching and inclusive practices in fostering literacy among learners with dyslexia. These insights contribute to the broader discourse on inclusive education and offer practical implications for policy, teacher development, and classroom practice.

2025, ETCOR Educational Research Center, Inc.

Aim: The study described the perceptions of non-SPED teachers regarding the impact of multidimensional reflective practices on promoting inclusive, responsive, and growth-oriented teaching. Methodology: This study used a qualitative design through semi-structured interviews. The study consists of 15 non-SPED teachers from Zuni High School in Zuni, New Mexico, U.S.A. Results: The results revealed three (3) main themes: professional growth and transformation through reflection, responsive teaching through deeper understanding of student needs, and improvement in classroom management and student engagement. Conclusion: Non-SPED teachers perceive multi-dimensional reflective practice as a transformative approach that nurtures their growth both personally and professionally. Reflective practice makes them more self-aware, empathetic, and inclusive in their teaching approach.

2025, Precarization of Work of Employees with Disabilities in Contemporary Russia: Towards a Research Problem Statement

This systematic review examines the precarization of employment among people with disabilities (PwD) in contemporary Russia. Drawing on theoretical approaches to precariat studies, empirical data, and previous research, the authors... more

2025

This study assessed the teaching strategies employed by lecturers to support learners with hearing impairments (LwHI) in higher learning institutions in Tanzania, addressing a critical gap in inclusive education practices. The research underscores the importance of adapting pedagogical approaches to promote equitable learning opportunities for all students. The study was guided by two objectives: (i) to examine the current teaching strategies utilized by lecturers in inclusive classrooms, and (ii) to explore the perceptions of LwHI regarding the effectiveness of these strategies. Employing a qualitative research approach within a single case study design, data were collected through semi-structured interviews with a purposive sample of 10 lecturers and 10 students with hearing impairments. The findings revealed that lecturers implemented a range of instructional strategies, including video captioning, transcription, sign language interpretation, visual aids, and the use of multimedia resources. Additionally, assistive technologies such as listening devices were employed alongside collaborative learning techniques. Despite these efforts, both lecturers and learners reported several challenges, including limited proficiency in assistive technology use, overcrowded classrooms, time constraints, and communication barriers due to unreliable interpretation services. The study recommends enhanced classroom modifications, targeted training for lecturers in sign language, and the increased application of interactive teaching methods. Furthermore, it calls on curriculum developers to integrate the specific needs of learners with hearing impairments into educational planning and instructional delivery.

2025, Editorial: Into the Light

While strategies promoting self-determination have been effective in the United States and other Westernized countries, these identical approaches and "best practices" are not necessarily effective in cultures that do not embrace the same individualistic values. In these settings and situations, culturally appropriate approaches are necessary to engage these individuals with disabilities and their families while promoting similar principles underlying self-determination, empowerment, social justice, and rights. This article provides an overview of some traditional strategies promoting self-determination and/or empowerment and then discusses how these are not always useful in practicing with culturally diverse population groups even in the United States. Alternative approaches are described such as the access to culturally diverse resources and community-based rehabilitation that adhere to specific cultural beliefs, values, and practices but still promote some level of empowerment among individuals with disabilities. Evidence drawn from the literature as well as professional experience will be used to discuss the relevance and implementation of these respective strategies in terms of their strengthsnamely, empowering individuals with disabilities as well as supporting/embracing family, religion, spirituality, and overall cultural diversity.

2025

Teacher attitudes toward the inclusion of children with disabilities into general education classrooms have been found to be strong predictors of the success of efforts to create inclusive learning communities. Specifically, research has shown that when teachers have positive mindsets toward inclusion, they more readily adapt their teaching methods to meet a variety of student learning needs. This conclusion suggests that the inclusion movement would benefit from research that identifies effective ways to assist teachers in the formation of positive attitudes and beliefs toward inclusion. Inquiries of this kind require instrumentation. To address this need, the authors have developed the Teacher Attitudes Toward Inclusion Scale (TATIS), an instrument that is built around three well-researched components of teacher attitudes toward inclusive teaching: (a) Attitudes toward students with disabilities in inclusive settings, (b) Beliefs about professional roles and responsibilities, and ...

2025, Theory and Research in Education

Students labeled with intellectual disability, including those with profound intellectual and multiple disabilities, are subject to numerous practices that diminish or demonstrate disregard for their status as knowers. The widespread acceptance of epistemically undermining educational practices aligns with a prominent philosophical conception of equal moral status, which we reject. The alternative conception of moral status that we outline brings into view a developmental dimension that is often ignored in moral status debates. We argue that epistemically undermining educational practices are morally and epistemically demeaning toward intellectually disabled students when and because they betray a basic moral obligation to protect students' formative opportunities within educational contexts. We show that epistemically undermining practices constitute a serious wrong to students in their capacity as knowers. Evaluating the moral adequacy of educational practices requires a concern for the diverse, pluralistic conditions under which students' epistemic capacities might be enabled to grow and develop.

2025, Conduct!

At the time of writing (December 1992) Wendy Saunders (now Wendy Baker) was one of five teachers who were to become the first British Petö-trained conductors after training in Budapest and Birmingham. This article describes her final practical examination, the culmination of four years of daily conductive work, study and assessment. Wendy explains what was required, how she prepared for the examination and how the Petö Institute evaluated her work. Wendy received the grade of '5: Excellent' for this examination and was awarded the same grade for her Conductor Diploma.

2025, Život i škola : časopis za teoriju i praksu odgoja i obrazovanja

2025

HUMANE PRETPOSTAVKE INKLUZIVNOG OBRAZOVANJA UČENIKA OŠTEĆENOG SLUHA Mr. sc. Ambra Imširagić, dip. defektolog Centar za obrazovanje, vaspitanje i rehabilitaciju slušanja i govora, Tuzla, Bosna i Hercegovina "Čuda nisu stvorena samo od snova nego i od svakodnevnih i neglamuroznih činjenica poput razmišljanja, rada i upornog ustrajavanja. Shvatite da ste i sami čudo.Vjerujte da možete postići da se čuda događaju razmišljanjem, molitvom, vjerovanjem, radom i pomaganjem drugim ljudima. Ne zaboravite da čuda stvaraju ljudi koji mogu zato što misle da mogu." Norman Vincente-Peale Sažetak: Obrazovna inkluzija određena je kao put kojim se stvaraju nastojanja kako bi svaka osoba, bez obzira na okolnosti i iskustva, dosegnula svoj puni potencijal u životu. Italija ima preko 30 godina prakse uključivanja djece s posebnim potrebama u redovan sustav odgoja i obrazovanja. Po razvijenosti inkluzije na prostorima Balkana odnosno u Bosni i Hercegovini, kod nas je ona još uvijek na početku. Proći će mnogo vremena dok se razvije svijest o značaju inkluzije i odgovornosti za inkluziju na ovim prostorima. Inkluzivno obrazovanje razvilo se kao pokret koji je trebao biti izazov dosadašnjoj ekskluzivnoj teoriji i praksi i postao je favorizirani usvojeni pristup koji se odnosi na učenje svih učenika u redovnim školama. Naš je osnovni cilj putem ovog rada ukazati na humane pretpostavke inkluzije učenika oštećena sluha uz pomoć upotrebe znakovnog jezika te korištenjem usluga tumača znakovnog jezika i niza drugih neophodnih preduvjeta za uspješno uključivanje djeteta oštećena sluha u redovan sustav odgoja i obrazovanja. Samo na taj način organizirana inkluzija učenika oštećena sluha dat će pozitivne rezultate, a to je uključivanje ove djece u cjelokupan društveni život. Ključne riječi: inkluzija, učenici oštećena sluha, humane pretpostavke inkluzije, znakovni jezik. U suvremenom je društvu posljednjih godina teorija i praksa rehabilitacije djece s oštećenjem sluha snažno usmjerena prema njihovu potpunijem uključivanju u životnu zajednicu. Ako povijesno analiziramo, ovo brought to you by CORE View metadata, citation and similar papers at core.ac.uk

2025, Život I Skola Casopis Za Teoriju I Praksu Odgoja I Obrazovanja

2025

U knjizi je prikazana analiza primene bilinvalnog programa usklađenog sa savremenom koncepcijom predškolstva

2025, Pedagogika specjalna-poszukiwania

Artykuł przedstawia teoretyczne ujęcie problematyki dotyczącej edukacji i komunikacji dzieci
z autyzmem. Skupia się na założeniach dotyczących dysfunkcji umiejętności komunikacyjnych
występujących wśród dzieci i proponuje funkcjonalne podejście do nauczania i rozwijania
kompetencji porozumiewania się. W tekście zostały opisane główne komponenty funkcjonalnej
edukacji, a także ogólna analiza metody komunikacji funkcjonalnej stosowanej wśród dzieci
z zaburzeniami ze spektrum autyzmu, którą jest Picture Exchange Communication System.
Autyzm, jako całościowe zaburzenie rozwoju, wymaga stosowania odpowiednich i zaplanowanych strategii pracy terapeutycznej, które umożliwią dziecku w przyszłości w miarę
możliwości samodzielne życie w społeczeństwie.

2025

Effective Professional Learning Communities (PLCs) contribute to the overall improvement of student learning when a system-wide, leadership-based approach from the district and school level is applied by aligning a common vision, goal, and purpose. Despite a government-led implementation of PLCs province-wide in New Brunswick schools over ten years ago, the efficacy of PLCs in one particular New Brunswick school district has demonstrated little evidence of effectiveness or improvement. A district leadership team employed an Internal District Instrument (IDI) survey to measure areas of strength and barriers as it relates to its PLC formation and growth. Additionally, the team collected pre and post perception survey data from twenty teachers (n=20) during a summer learning session on building and sustaining PLCs. IDI survey results indicated that the district leadership team was seeking help in the domain of professional growth and development and that teachers and administrators wer...

2025, Issues in Educational Research

This study critically explored Filipino third graders' fluency in science to determine their readiness to comprehend and understand fourth level science, which is taught in English. This mixed design case research purposively sampled 30 third graders from a government-owned elementary school. An oral reading technique using a pre-selected science text passage determined the participants' fluency in science in terms of word recognition and decoding, reading speed, and reading prosody. The results show that our third graders registered low ratings in all the three components of reading fluency. They are categorised as instructional readers of common terms, but are frustrated readers of science terms. They have very low reading speed and based on their reading prosody, more than half of these learners are labelled as non-fluent readers. This resulting dysfluency may be sourced from non-congruence of the complex morpheme and phonemes of English medium compared to the home language of the learners (Filipino). The home language of learners in the Philippines depends on ethno-linguistics grouping, thus a comparative study may be done to extract more information on how to align and help our learners be ready to accommodate level 4 science.

2025, Issues in Educational Research

This study critically explored Filipino third graders’ fluency in science to determine their readiness to comprehend and understand fourth level science, which is taught in English. This mixed design case research purposively sampled 30 third graders from a government-owned elementary school. An oral reading technique using a pre-selected science text passage determined the participants’ fluency in science in terms of word recognition and decoding, reading speed, and reading prosody. The results show that our third graders registered low ratings in all the three components of reading fluency. They are categorised as instructional readers of common terms, but are frustrated readers of science terms. They have very low reading speed and based on their reading prosody, more than half of these learners are labelled as non-fluent readers. This resulting dysfluency may be sourced from non-congruence of the complex morpheme and phonemes of English medium compared to the home language of th...

2025, Journal of Educational Sciences

The aim of the current research is to identify the nature of the correlation between Test Wiseness skills (organizing test time, dealing with the question paper, dealing with the answer sheet, review skill) and the dimensions of academic justice (academic evaluation, dealing with students, providing information to students, organizing work and distributing tasks) as perceived by the students of the Faculty of Education in Qena. The sample of the current research consisted of (180) male and female students from the Faculty of Education in Qena (general education-basic education-childhood division) with an average age of 20.63 and a standard deviation of 0.87. The Wiseness test scale prepared by (the researcher) was used, and the academic justice scale prepared by (the researcher), The results indicated that there is a positive, statistically significant correlation between Test Wiseness skills (organizing test time, dealing with the question paper, dealing with the answer sheet, review skill) and the dimensions of academic justice (academic evaluation, dealing with students, providing information to students, organizing work and distributing Tasks) as perceived by students of the Faculty of Education in Qena.

2025

This conference proceeding paper regarding the presentation made at the NRMERA 2019 conference focused on the purpose to develop candidates who possess dispositions so that they will be successful in the classroom. This presentation included a mock panel interview including four undergraduate teacher candidates as the participants along with two education faculty members. The panel interview demonstrated to the audience the format, the physical arrangement, professional dispositions and dress, and questions strategically developed identifying 4 major human attributes: Verbal and Listening, professionalism, and human interaction.

2025, Educational Research: Theory and Practice

The research focused on clarifying the responsibility of the institutions preparing teacher candidates. The purpose was to develop candidates who possess dispositions so that they will be successful in the classroom The study focused on examining candidates' dispositions as assessed by their college supervisor as compared to the assessment by their cooperating teaching in the student teaching setting. The participants were all students admitted into the school of education who also completed their program of study in a small college in southeastern Nebraska. The candidate disposition assessment survey assessed student dispositions that were aligned to meet Interstate Teacher Assessment and Support Consortium (InTASC) standards. An analysis of variance was calculated on the survey results for teacher education candidates over the last four semesters (18-19 and 19-20 school year). Three of the four semesters found no statistical difference in the two assessments for teacher education candidates. One of the four semesters showed significant difference between the College Supervisor and Cooperating Teacher. Further research was recommended to: add the teacher education candidate self-assessment to the data; implement other strategies/opportunities to assess teacher education candidates' dispositions; develop training for assessing teacher education candidates for all assessors; and provide opportunities for candidates' to reflect on their disposition assessments to identify areas that may need to be strengthened.

2025

Wy daw nic two Aka de mii Pe da go gi ki Spe cjal nej im. Ma rii Grze go rzew skiej Redaktorzy tematyczni Akbota N. Autayeva (KZ) -psychologia Andrzej Giryński (PL) -pedagogika specjalna Jan Łaszczyk (PL) -pedagogika, metodologia Bernadeta Szczupał (PL) -pedagogika specjalna Ewa M. Kulesza Renata Wójtowicz Wersja papierowa jest wersją pierwotną (referencyjną)

2025, Francis Keli Munyao

Title: An Investigation into the Causes of Sexual Relationships Between Secondary School Teachers and Learners: A Case Study of Embakasi East Subcounty, Nairobi County

2025

This study sought to measure the degree of consumersʼ attitudes towards insurance services in the north of the West Bank and their relationship with a number of variables. To this end, the researcher developed a questionnaire and administered it to a randomly chosen sample of 155 insurance services consumers. After data collection and analysis, it was found that the degree of consumersʼ attitudes towards insurance services was high. No significant differences were found which might be attributed to the variables of sex, age, marital status and place of living. However, there were differences in favor of high income people. In the light of these findings, the researcher suggests of that insurance companies should show high interest in commercial promotion (ads and publicity for their products) to enlighten consumers and others about their services. In addition, insurance companies are advised to have their own electronic websites to facilitate communication with the consumers and disseminate the regulations and rules which insurance companies abide by.

2025

Współczesna edukacja stoi w obliczu wielu wyzwań – globalnych kryzysów, migracji, przebodźcowania, problemów ze zdrowiem psychicznym czy dezinformacji. Coraz więcej osób uczących się doświadcza trudności, które nie mieszczą się w ramach tradycyjnego modelu edukacyjnego. Pojęcie specjalnych potrzeb edukacyjnych (SPE), znane w edukacji od lat 70. XX wieku, początkowo odnosiło się głównie do uczniów z niepełnosprawnościami. Z czasem objęło także osoby z zaburzeniami neurorozwojowymi, trudnościami emocjonalnymi, traumą, ale też uczniów wybitnie zdolnych czy funkcjonujących w trudnych warunkach społecznych. W polskich szkołach i przedszkolach opracowano szereg narzędzi, które dość dobrze wspierają te potrzeby. Jednak w szkolnictwie wyższym temat ten pozostaje niemal pomijany – zakłada się, że wszyscy studenci funkcjonują według tych samych zasad, bez uwzględniania ich indywidualnych uwarunkowań.
Celem pracy jest wskazanie możliwych kierunków wsparcia i dalszych badań nad potrzebami edukacyjnymi osób dorosłych uczących się na poziomie akademickim – szczególnie tych, których sytuacja nie wpisuje się w formalną definicję SPE, a jednak wymagają dostosowań i indywidualnego podejścia. Praca opiera się na krótkiej analizie literatury polskiej i zagranicznej dotyczącej SPE, z naciskiem na rozwiązania sprawdzające się w edukacji niższego szczebla. Na tej podstawie podjęto próbę refleksji nad tym, jak wybrane elementy systemu można by dostosować do realiów szkolnictwa wyższego.

2025, Contemporary Issues in Technology and Teacher Education Journal

Teacher educators understand that the preparation of teachers needs to be rooted in the practice of teaching. This understanding, paired with the advancement in digital technologies capable of delivering practice-based teaching experiences, requires that those charged with preparing teachers consider how to best to position these technologies within their programs. This article positions virtual field experience platforms as on-ramps to professional practice and provides guidance for examining the features and capabilities of such platforms to inform their selection and use within teacher preparation programs.

2025

The term “direct instruction” is often used to sell products or to persuade state legislators to make bad decisions. But everybody already uses it in some form. It's a basic pedagogical strategy that should be part of every teacher's... more

2025

Bakalářská práce se zabývá především muzikoterapií a jejími možnostmi využití u osob s mentálním postižením. A možnostmi rozvíjet komunikační schopnosti a dovednosti osob s mentálním postižením. Práce se skládá ze dvou částí, teoretické (odborné) a praktické. Teoretická část seznamuje dle odborných pramenů s psychopedií. Definuje pojem " mentální retardace" a její klasifikaci. Popisuje čím se zabývá logopedie a zaměřuje se na symptomatické poruchy řeči u osob s mentálním postižením. Popisuje metody, které napomáhají k rozvoji komunikačních schopností a dovedností. Mezi tyto metody patří také muzikoterapie. Kapitola o muzikoterapii vysvětluje pojem "hudba" . Obsahuje definici "muzikoterapie" a zaměřuje se na její historii i současnost. Více se zabývá pedagogickou muzikoterapií z důvodu využitelnosti u osob s mentálním postižením. Praktická část obsahuje popis zařízení ve kterém bylo prováděno pozorování probíhající muzikoterapie a její koncept. Následně samotné pozorování, ze kterého je vyvozen závěr. Ze závěru vyplývá využitelnost muzikoterapie u osob s mentálním postižením.

2025, Cognizance Journal of Multidisciplinary Studies (CJMS)

Hearing impairment covers many conditions and degree ranging from being hard of hearing to complete absence of aural comprehension. Niemann, Greenstein & David (2004) describe the impact of a hearing impairment where a child can see people talking but cannot understand what is being said. This results in the child having difficulties understanding the world and in expressing personal needs, resulting in limited interactions and social isolation. Thus, it is important to identify the hearing impairment as early as possible; otherwise, the child will also miss out on important educational experiences (Pagliano, 2005). However, teaching vocabulary activities to students with Hearing impairment can be regarded as a struggle (Berent and Clymer, 2007). Hence, the study aimed to know the vocabulary activities employed by Special education teacher to support students with hearing impairment. This is a single holistic case study to further investigate the vocabulary activities employed by the special education teacher to successfully support the learners with hearing impairment. The special education teacher emphasized the importance of grouping vocabulary words into related ideas, using a multisensory approach to enhance comprehension and retention for students with hearing impairments. Gradually progressing from isolated words to phrases and sentences helps students understand how words fit into context. Sign language was used as a tool to convey meanings and concepts. Daily life experiences were connected to vocabulary instruction, making it relevant and practical. Activities were tailored to individual abilities, using SMART criteria for planning. The choice between sign language and spoken language depended on individual needs. Continuous vocabulary expansion was also emphasized, allowing students to become more proficient in reading and comprehension. Educators with hearing impairment class should use a multisensory approach to vocabulary instruction, incorporating visual aids and tactile elements. Structured instruction, repetition, and the use of sign language enhance comprehension and communication. Special education teachers should also explore innovative ways to integrate vocabulary instruction into students' daily lives.

2025

regardless of its disabilities. Burgstahler pointed out that Universal Design for Instruction (UDI) was an instructional design that usable, accessible, and inclusive. It features the following principles in Inclusive Education. 1. Equitable use. The design is useful and accessible for people with diverse abilities and in diverse locations. The same means of use should be provided for all students, identically whenever possible or in an equivalent form when not. 2. Flexible use. The learning design accommodates a wide range of individual abilities, preferences, schedules, and levels of connectivity. Provide the learners with choice in methods of use. 3. Simple and intuitive. The course interface design is easy to understand, regardless of the user's experience, knowledge, language skills, technical skills, or current concentration level. Eliminate unnecessary complexity. 4. Perceptible information. The design communicates necessary information effectively to the user, regardless of ambient conditions or the student's sensory abilities. 5. Tolerance for error. The design minimizes hazards and adverse consequences of accidental or unintended actions. 6. Low physical and technical effort. The design can be used efficiently and comfortably and with minimal physical and mental fatigue. 7. Community of learners and support. The learning environment promotes interaction and communication among students and between students, faculty, and administrative services. 8. Instructional climate. Instructor comments and feedback are welcoming and inclusive. High expectations are espoused for all students. Consequently, this study was also guided the social model of disability. According to this model, disability was socially

2025, Ayena, O. O.

No part of this publication may be stored in a retrieval system, transmitted, or reproduced in any way, including, but not limited to, photocopy, photograph, magnetic or other record, without prior permission of the publisher. It is the responsibility of the author(s) to ensure the accuracy of the content in their articles. Also, it is the responsibility of the author(s) to obtain appropriate permission and ensure the ethical treatment of research participants. Points of view and opinions are those of the individual authors and are not necessarily those of the international Association of Special Education.

2025

This chapter excerpt includes research to support the existence of the three cueing systems and their impact on reading. I’ve included many more citations than are necessary because SoR enthusiasts insist there’s no research to support... more

2025

Teaching volleyball presents distinct challenges for non-MAPEH (Music, Arts, Physical Education, and Health) teachers, particularly when they are assigned to teach outside their specialization-a common occurrence in public secondary schools with limited staffing and resources. This study investigates the instructional experiences of non-MAPEH teachers in the Division of Valencia City, Philippines, focusing on the difficulties they face, their coping strategies, and recommendations for improving volleyball instruction. Using case study design, data were collected through in-depth interviews with selected participants. The findings revealed that non-MAPEH teachers experience emotional and instructional difficulties, such as anxiety, lack of confidence, and uncertainty due to their limited content knowledge and pedagogical training in physical education. Moreover, challenges related to inadequate sports facilities, lack of instructional materials, and minimal financial support hinder effective volleyball instruction. Despite these barriers, teachers displayed resilience by engaging in selfdirected learning through digital platforms, sports-related media, self-assessment, and participation in professional development activities such as seminars and workshops. While these adaptive strategies helped fill knowledge gaps, the study concludes that these are not sufficient in isolation. The research recommends institutional interventions, including targeted training, structured mentorship, improved resource allocation, and curriculum development tailored to non-specialist teachers. Future research may examine the long-term impact of training, mentorship, and peer collaboration on the competence and confidence of non-MAPEH teachers in teaching volleyball. It may also

2025

Although much has been written about the strengths and challenges of using a response to intervention (RTI) model for identifying and serving students with learning disabilities (LD), the consequences of using this model for gifted students with LD have not been fully explored. This article addresses this void in the literature. A brief overview describing gifted students with LD is provided, followed by a description of RTI. Using a case illustration, the challenges of using RTI for the identification of these students are discussed, and a strength-based, integrated model is proposed as an alternative. Recommendations for training programs and school practitioners are provided.

2025

This case study examines how able, interested and motivated (AIM) pupils are being challenged in Key Stage 2 within and beyond core subjects. The research project focuses on a primary school in England as its single case study. Alongside consideration of the range of practices that are currently in place to extend and challenge learning, a series of observations and interviews were used to gain insights into pupils’ and practitioners’ perspectives on how AIM children are being challenged in core and foundation subjects. Open observations, individual and group interviews were employed to gather data from groups of AIM and high attaining children from each year group in KS2, the school’s AIM coordinator and class teachers. The study suggests that the effective use of differentiation, acceleration and enrichment strategies by teachers not only challenge AIM children’s current understanding but can also motivate them to pursue challenging activities independently. However, schools need ...

2025, 7ο Πανελλήνιο Συνέδριο Εκπαίδευση και Πολιτισμός στον 21ο αιώνα

Θέμα του παρόντος πονήματος είναι η παρουσίαση μιας νέας εκπαιδευτικής φιλοσοφίας, της συμπερίληψης, καθώς και των συνθηκών που θα μπορούσαν να συνεισφέρουν στην ανάπτυξη ενός σύγχρονου συμπεριληπτικού σχολείου. Η εφαρμογή των αρχών και των μεθόδων της συμπεριληπτικής εκπαίδευσης είναι ένα δύσκολο εγχείρημα, το οποίο δύναται να επιτευχθεί μέσα από τη δράση συγκεκριμένων παραγόντων. Μία από τις ευνοϊκές προϋποθέσεις που θα συντελούσε καίρια προς αυτό είναι η ενεργός συμμετοχή των εκπαιδευτικών, των μαθητών και, γενικότερα, της κοινότητας στην προαγωγή της νοοτροπίας της συμπερίληψης. Ακόμα ένας παράγοντας που θα επηρέαζε θετικά είναι η υιοθέτηση ενδεδειγμένων πολιτικών κατάρτισης του προσωπικού των εκπαιδευτικών οργανισμών αναφορικά με τις μεθόδους που εφαρμόζουν κατά τη διδακτική πράξη. Τέλος, πρόσθετο ευνοϊκό στοιχείο δυνητικά θα καταστεί η αξιοποίηση των σύγχρονων ερευνητικών δεδομένων, καθώς και των πληροφοριών που προκύπτουν μέσα από τις διαδικασίες αναστοχασμού.