Crafting Quality Professional Development for Special Educators: What School Leaders Should Know

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Leko, Melinda M.; Brownell, Mary T.
Titel	Crafting Quality Professional Development for Special Educators: What School Leaders Should Know
Quelle	In: TEACHING Exceptional Children, 42 (2009) 1, S.64-70 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Reading; Learning Disabilities; Learning Strategies; Special Education Teachers; Word Problems (Mathematics); Federal Legislation; Professional Development; Science Instruction; Reading Instruction; Regular and Special Education Relationship; Social Studies; Academic Achievement; Educational Indicators; Federal Programs; Pedagogical Content Knowledge; Intervention + Suchen Sie Ihr Suchwort? Leseprozess; Lesen; Learning handicap; Lernbehinderung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Textaufgabe; Bundesrecht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Leseunterricht; Gemeinschaftskunde; Schulleistung; Educational indicato; Bildungsindikator; Pädagogische Kompetenz
Abstract	Bill and Karen are special education teachers who have entirely different knowledge and skill profiles. Bill is a special educator with 20 years of experience. He teaches reading to third-, fourth-, and fifth-grade students in a high-poverty elementary school resource classroom. His school is currently engaging in a schoolwide Reading First effort to improve the inclusion of students with disabilities. Although Bill is a competent special education teacher, his long-standing reliance on a scripted research-based reading curriculum for students with learning disabilities left him with a limited framework for understanding reading instruction. Bill is learning strategies in an attempt to remediate decoding deficits that his students are experiencing despite their participation in an evidence-based curriculum. However, he is having difficulty incorporating those strategies because of his insufficient knowledge about teaching reading and the overly prescriptive nature of his curriculum. Karen is a brand-new special education teacher who is responsible for teaching math in a secondary resource classroom and co-teaching with general education teachers to provide social studies and science instruction. Karen entered the field with a Bachelor's degree in Mathematics and participated in a 2-week alternative route (AR) program to prepare her for teaching special education. The possibilities of her new job please Karen, but she realizes that she knows little about teaching mathematics to students with disabilities and little about teaching social studies and science. Karen's AR program emphasized general principles of teaching and learning but provided limited information about the specific learning needs of students with disabilities and how to address them in the content areas. The structured, evidence-based curriculum that Karen uses to teach mathematics helps a little; but she worries that her students are failing to learn key concepts and to apply their knowledge to word problems. To make matters worse, Karen only sees her students for a maximum of 45 minutes a day, and she is having difficulty providing intensive instruction when she has so much to cover and so little time. The authors have worked with many teachers who resemble Karen and Bill who desperately want (and need) to improve their practice for students with disabilities, but they often believe that schoolwide professional development (PD) efforts have failed to meet their specific needs. This article draws on current research and the authors' own PD work with teachers like Karen and Bill to obtain insights into the necessary considerations for crafting quality PD for special education teachers. (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10