Effective Professional Development of Teachers: A Guide to Actualizing Inclusive Schooling

This article examines how inclusive education activities can be facilitated through coaching as a means of professional development. A review of literature on effective professional development practices is discussed, and a recent study focused on individualized peer coaching is examined

Current Trends in Psychological and Educational Approaches for Training and Teaching Students with Autism in California

Within the United States, Autism Spectrum Disorder (ASD) has seen a dramatic increase over the past twenty years. As the prevalence rate of ASD increases, an increased need for expertise in the field of education has become apparent. Psychological and educational practices for training and teaching students with ASD continue to evolve in California however, a significant gap between theory and practice remains. This article provides a historical perspective of ASD and its prevalence rates. In addition, this article examines the current shifts in teacher training and provides an overview of evidence-based strategies to support students with ASD

Increasing Engagement of Students with Learning Disabilities in Mathematical Problem-Solving and Discussion

Engagement in problem-solving and mathematical discussion is critical for learning mathematics. This research review describes a gap in the literature surrounding engagement of students with Learning Disabilities in standards-based mathematical classrooms. Taking a sociocultural view of engagement as participation in mathematical practices, this review found that students with LD were supported towards equal engagement in standards-based mathematics through multi-modal curriculum, consistent routines for problem-solving, and teachers trained in Mathematical Knowledge for Teaching. Using this small set of studies (7), we identify the need to deepen the engagement of students with LD in mathematical problem-solving and discussion. This review concludes with implications for teaching and learning

Exploring the Implementation of Lesson-Level UDL Principles Through an Observation Protocol

The researchers piloted an observational protocol to examine the Universal Design for Learning (UDL) principles and checkpoint strategies used during daily instruction with a small sample of general and special education teachers. Observational research on UDL has been recommended within the literature. Researchers used the high-leverage practice of explicit instruction as the anchor for the design of the observation protocol. Findings indicate there is alignment between observed UDL principles and strategies employed at the lesson level and teachers’ self-reports of the UDL principles and strategies employed. Findings also suggest that teachers are using several UDL principles within their daily instruction and that there is overlap among UDL checkpoint strategies and aligned UDL principles. Essential UDL principles that pre-service and in-service teachers are expected to deliver at the lesson level can be prioritised to ensure a developmental approach to the implementation of UDL. Implications and recommendations for future research are discussed

A Factor Analytic Validation Study of the Scale of Teachers\u27 Attitudes Towards Inclusive Classrooms (STATIC))

General and special education teachers (N = 125) completed the Scale of Teachers’ Attitudes towards Inclusive Classrooms (STATIC). The internal consistency of the instrument was strong with an alpha of .89. The measure demonstrated excellent test-retest reliability (r = .99) and a dependent t-test was non-significant, indicating mean group temporal stability. An exploratory factor analysis resulted in a five-factor scale accounting for 61.6% of the variance versus the original four factors identified by the author of the instrument. Future research and potential use of the instrument are discussed

Current trends in psychological and educational approaches for training and teaching students with autism in California

Within the United States, Autism Spectrum Disorder (ASD) has seen a dramatic increase over the past twenty years. As the prevalence rate of ASD increases, an increased need for expertise in the field of education has become apparent. Psychological and educational practices for training and teaching students with ASD continue to evolve in California however, a significant gap between theory and practice remains. This article provides a historical perspective of ASD and its prevalence rates. In addition, this article examines the current shifts in teacher training and provides an overview of evidence-based strategies to support students with ASD

Content Validation of the Scale of Teachers’ Attitudes towards Inclusive Classrooms (STATIC)

The purpose of this study was to examine the content validity of the Scale of Teachers’ Attitudes towards Inclusive Classrooms (STATIC). An expert panel of 20 special education teachers and five university faculty members provided individual item ratings on a five-point scale regarding wording and content, along with comments. Item and comment analysis indicated that the wording and content of several items were not aligned with current practice or IDEIA. Suggestions for revision of the instrument are offered

Postsecondary Education for Students with Disabilities

This book provides strategies and ideas for improving the lives of people with disabilities, exploring new ways of enabling a successful transition to an integrated adult working life by providing effective instruction and support. This chapter in particular examines the options for postsecondary education, how students with disabilities can adequately prepare themselves, and barriers and assistance they may come across.https://digitalcommons.chapman.edu/education_books/1127/thumbnail.jp

After \u3cem\u3eEndrew\u3c/em\u3e: Progress Monitoring Methods for Supporting IEP Teams

The 2017 Supreme Court ruling in Endrew vs. Douglas County charged educators to provide evidence toward the attainment of Individual Education Plan (IEP) goals beyond de minimus educational benefit. The purpose of this article is to present two methods that may be useful for supporting IEP teams in evaluating progress toward the attainment of IEP goals. We present trend analysis and goal attainment scaling as single-case outcome methods for evaluating progress toward attaining IEP objectives and determining benefits from instruction. Each method is described along with its respective strengths and limitations, followed by examples of the methods for evaluating IEP goals. Implications for school psychology practice and implementation to support special educators and IEP teams toward evaluating educational benefits in school-based settings are discussed

Challenging the Achievement Gap by Disrupting the Concept of “Normalcy”: The Complete Essays

Using a Disability Studies in Education lens, we will share position papers and discuss strategies to guide preservice and inservice teachers to challenge the paradigms, policies, and practices that lead to presumptions of failure of America’s Pre-K-12 children. In this volume, professionals who prepare future teachers in general and special education and communication sciences and who work with children and adults with disabilities share their observations and concerns about their respective disciplines. We argue that a Disability Studies in Education (DSE) perspective offers a way to (a) ground policy and practice in the experiences [and] perspectives of people with disabilities, (b) challenge practices and policy that isolate and de-humanize individuals, and (c) lead to new questions to pose