A Service Learning Model for Special Education Teacher Preparation in Secondary Transition Programming

Autor/inn/en	May, Michael E.; Chitiyo, Jonathan; Goodin, Theresa; Mausey, Angie; Swan-Gravatt, Crystal
Titel	A Service Learning Model for Special Education Teacher Preparation in Secondary Transition Programming
Quelle	In: Career Development and Transition for Exceptional Individuals, 41 (2018) 3, S.156-165 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143417716885
Schlagwörter	Service Learning; Special Education; Special Education Teachers; Teacher Education; Secondary School Teachers; Transitional Programs; High School Students; Disabilities; Preservice Teachers; Preservice Teacher Education; Teacher Education Programs + Suchen Sie Ihr Suchwort? Service-Learning; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Handicap; Behinderung; Lehramtsstudiengang
Abstract	The current article describes the evaluation of a service-based learning model as part of a special education course focused on secondary programming for students with disabilities. A total of 42 preservice teachers and 21 high school juniors and seniors with disabilities actively participated in the service learning project at a local high school. Preservice teachers conducted a transition assessment, developed and implemented lesson plans for postsecondary skill development with a high school student, presented their results to local high school personnel, and completed a self-assessment of their level of confidence in transition education for secondary students. Overall, preservice teachers reported confidence in transition planning and in designing and delivering instructional opportunities based on assessment of high school students' transition needs. Moreover, the preservice teachers met the course learning standards by working directly with high school students. Barriers and recommendations for personnel preparation and research are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01