Relevant bibliographies by topics / Special needs educators

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Special needs educators'

Author: Grafiati
Published: 30 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Special needs educators"

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Fardila, Ucik Ana. "EFFECTIVE COMMUNICATION FOR SPECIAL NEEDS CHILDREN EDUCATORS." JARES (Journal of Academic Research and Sciences) 3, no. 2 (September 10, 2018): 20–32. http://dx.doi.org/10.35457/jares.v3i2.491.

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Effective communication is very important for learning process in the class. Effective communication from teacher to parent especially has important role to reach learning achievement for children with special needs ’s classes. The key of well delivered communication is when communicator and communicant have the same message in a same perception thus will have a same understanding without meaning decreasion. Information could be delivered precisely and accurately if teacher and parent have a same understanding of the message. Communication system is necessary in children with special needs school system as the main tool of academic achievement evolvement, psychological achievement, and for student physical and mental development. Two way communication between teacher and parent become the main role of quality of children with special needs family. Communication from parent could help teacher have better knowledge about student that would help teacher to plan their class in the best method they could teach to be effective learning for each student. for children with special needs class could not only involve teacher and school system but also a good network system from parent and institutions from outside class that has impact in the children with special needs physical and mental development. It is necessary to have a certain system to connect every role in children with special needs environment to record their development through communication network system involving school, family, health institution and community as communication ’s instrument support so the learning achievement would be optimally performed
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Fardila, Ucik Ana. "EFFECTIVE COMMUNICATION FOR SPECIAL NEEDS CHILDREN EDUCATORS." Journal of Academic Research and Sciences (JARES) 3, no. 2 (September 10, 2018): 20–32. http://dx.doi.org/10.30957/jares.v3i2.491.

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Effective communication is very important for learning process in the class. Effective communication from teacher to parent especially has important role to reach learning achievement for children with special needs’s classes. The key of well delivered communication is when communicator and communicant have the same message in a same perception thus will have a same understanding without meaning decreasion. Information could be delivered precisely and accurately if teacher and parent have a same understanding of the message. Communication system is necessary in children with special needs school system as the main tool of academic achievement evolvement, psychological achievement, and for student physical and mental development. Two way communication between teacher and parent become the main role of quality of children with special needs family. Communication from parent could help teacher have better knowledge about student that would help teacher to plan their class in the best method they could teach to be effective learning for each student. for children with special needs class could not only involve teacher and school system but also a good network system from parent and institutions from outside class that has impact in the children with special needs physical and mental development. It is necessary to have a certain system to connect every role in children with special needs environment to record their development through communication network system involving school, family, health institution and community as communication’s instrument support so the learning achievement would be optimally performed
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Martens, Mary-Helen. "Inservice Education for Special Education Resource Teachers." Australasian Journal of Special Education 13, no. 2 (January 1990): 39–45. http://dx.doi.org/10.1017/s103001120002220x.

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The Professional Development for Special Educators program was first developed in 1986 as a response to a need within the Archdiocese of Canberra-Goulburn. At that time the Archdiocese employed approximately 40 full-time and/or parttime Special Education Resource Teachers to work in regular primary schools. In the preceding years the following had become apparent: •the nature of the role of the special educator in the regular school was changing;•the expectations of the special educator, held by classroom teachers and principals, were diverse and at times unclear;•the special educator was often unsure of his/her role and of how best to respond to the needs within the school;•the level of expertise and experience of the special educators varied greatly.
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Holmqvist, Mona, Lotta Anderson, and Lisa Hellström. "TEACHER EDUCATORS’ SELF-REPORTED PREPAREDNESS TO TEACH STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN HIGHER EDUCATION." Problems of Education in the 21st Century 77, no. 5 (October 16, 2019): 584–97. http://dx.doi.org/10.33225/pec/19.77.584.

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This research explores teacher educators’ self-reported preparedness to teach students with special educational needs. Teacher educators are concerned with preparing the next generation of teachers who will, in turn, be addressing the needs of students with special educational needs within schools. Being able to address this important task also in their own teaching at the teacher education program is important for their own credibility. In total, 104 teacher educators at two university faculties completed an online questionnaire with questions about teaching students with special education needs. The results showed a significant difference between the educators’ self-reported professional development needs. At University B, educators rated their own competence as well as the organizational ability to meet students with special educational needs higher than educators at University A, regardless of disability. One explanation for the differences in self-rated competence might be due to the mandatory courses about how to teach students with special educational needs, shaping a community of practice with a shared knowledge among the teacher educators at University B. However, the experienced challenge lies in difficulties to transform the knowledge of what is required and expected into practical solutions for teaching students with special educational needs. Keywords: disability research, inclusive teaching, professional development, special educational needs, teacher education.
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Brennan, Kathleen B., April D. Miller, and J. Patrick Brennan. "Promoting a Positive Image: Public Relations Strategies for Special Educators." Rural Special Education Quarterly 19, no. 1 (March 2000): 26–30. http://dx.doi.org/10.1177/875687050001900105.

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Public relations for schools has been a topic of discussion for many years. Application of public relations campaigns to the field of special education though, has not been prevalent. Special educators have their hands full already! They must teach the students, keep parents informed, collaborate with fellow educators for inclusion, and provide real life experiences in the community, while communicating a positive image of their students, co-workers, school, and neighborhood. It is important to understand the special educator's role and to have strategies that can help advocate and communicate the plight and successes of children with special needs. By starting a public relations campaign the first day of school that continues throughout the year, a special educator can do a lot to promote the positive image and increase awareness for the incontestable rights of students. This article provides a monthly calendar of suggested activities as well as general guidelines for getting a public relations campaign started that can work as well in a small rural school as in a big inner city school.
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Bordyug, Yulia. "Model of the formation of educators’ readiness to work with the children in the special groups of preschool educational establishments." Pedagogical Process: Theory and Practice, no. 4 (2018): 97–104. http://dx.doi.org/10.28925/2078-1687.2018.4.97104.

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The article is devoted to the actual problem of preschool special (corrective) education – providing quality educational services for children who have special educational needs in the system of modern preschool education. It is dedicated into the problem of using interactive methods for educators’ readiness to work with the children who have special educational needs. The actual problem of education is highlighted; it is provision of equal rights and opportunities for preschool children who have violations in psychophysical development. The aim of the article is to present the results of the research on the model of the formation educators’ readiness in special groups of preschool education institutions to provide correctional and developmental services (assistance). The essence of methodical work, goals and tasks regarding the readiness of educators to work with the children who have special educational needs are determined. It is emphasized on the need to create appropriate conditions for the development, education, upbringing, early rehabilitation and socialization of children who have special educational needs. The introduction of interactive adult learning methods opens up new opportunities for educators: to share experiences and ideas; to save time; to refine already existing content; to create conditions for mastering of new content, new pedagogical and professional innovative technologies; actualization of the creative potential of educators working with children who have special educational needs. The article presents the results of the research, which are aimed at substantiating the influence of interactive lessons on the formation of the readiness of educators to work with children in conditions of special groups of preschool education. The goals and objectives of using of interactive technologies in pedagogical practice and methodical work with educators working with the children who have special educational needs are defined.
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Banati, Arum Umamil, and Nurul Hidayati Rofiah. "PERAN PENDIDIKAN DALAM PROSES PEMBELAJARAN INKLUSIF (STUDI KASUS DI SD MUHAMMADIYAH DADAPAN KABUPATEN SLEMAN)." Jurnal Fundadikdas (Fundamental Pendidikan Dasar) 1, no. 1 (March 17, 2018): 29. http://dx.doi.org/10.12928/fundadikdas.v1i1.67.

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Inclusive learning is to provide a service system for children with special needs to be served in the nearest school or regular school with their peers. In the implementation of inclusive learning in schools requires serious handling from related parties, especially parents, the school, government and the community. Therefore, researchers want to know how the role of educators in the inclusive learning process in SD Muhammadiyah Dadapan Sleman District. This research is a qualitative research with descriptive approach of case study. The subject of this research is principal, classroom teacher, subject teacher, special tutor and student. Target object in this research is the role of educator (classroom teacher, special tutor, and children with special needs) in inclusive learning at SD Muhammadiyah Dadapan, Sleman District.Based on the research results obtained conclusions as follows: (1) Educators referred to in this study are classroom teachers, special tutors and subject teachers. The role of special mentor teachers is only as a consultant if the class teacher has difficulty in guiding students with special needs during the learning process in the classroom. The role of classroom teachers and subject teachers is crucial in the inclusive learning process, in schools because students with special needs are more often guided by classroom teachers and subject teachers. (2) Competent educators will be better able to create an effective, enjoyable learning environment, and will be better able to manage the class, so that learning can run optimally. To create a conducive learning atmosphere the educator must have 4 competencies, namely pedagogic competence, personality competence, social competence, and professionalism.
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Tyler, Teresa A., and C. Cryss Brunner. "The Case for Increasing Workplace Decision-Making." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 37, no. 4 (April 7, 2014): 283–308. http://dx.doi.org/10.1177/0888406414527118.

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The chronically high rate of special educator attrition across U.S. schools creates a dilemma for educational leaders because special educators provide direct services to students with special needs. Attrition exacerbates already high special educator shortages reported in most districts, and nearly one million schoolchildren with disabilities receive fewer or no services as a result. Given this dilemma, the purpose of this article is to advance a research-based model to provide guidance for school administrators and researchers. Adapted from previous conceptual models and perspectives, the proposed model combines five thematic, contributing factors and a sixth, relatively understudied factor, workplace decision-making, to illustrate factor effects on special educators’ perceptions of job satisfaction and, ultimately, career decisions.
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Salend, Spencer J., Judith A. Dorney, and Maribel Mazo. "The Roles of Bilingual Special Educators in Creating Inclusive Classrooms." Remedial and Special Education 18, no. 1 (January 1997): 54–64. http://dx.doi.org/10.1177/074193259701800109.

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One group of students whose unique needs present a challenge to educators seeking to create inclusive general education classrooms is learners who are learning english as a second language. The purpose of this article is twofold: (a) to distill from the literature of bilingual special education, bilingual education, and special education a description of the roles of bilingual special educators in cooperative teaching endeavors designed to educate second language learners in general education classrooms; and (b) to offer the observations of a bilingual special educator who worked as part of a cooperative teaching team.
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Barida, Muya, and Dian Ari Widyastuti. "Acceptance and Commitment Therapy (ACT) to Improve Educators Self-Acceptance of Children with Special Needs." KONSELI : Jurnal Bimbingan dan Konseling (E-Journal) 6, no. 2 (December 14, 2019): 117–24. http://dx.doi.org/10.24042/kons.v6i2.4701.

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Children with Special Needs are children with disabilities in the development of life due to disruption (mental, intellectual, emotional, social, physical) in the social-social, career, and academic fields, so they need special services and are different from children in general. This study aims to determine the effectiveness of Acceptance and Commitment Therapy (ACT) to increase the self-acceptance of educators towards Children with Special Needs. This study uses an experimental approach to the design of one group pretest-posttest. The study was conducted on teachers who are members of the HIMPAUDI Sleman District, who were randomly selected and obtained as many as 27 teachers. Data analysis was performed using the T-Test technique. Based on the results of the study, it appears that the self-acceptance of educators towards Children with Special Needs before and after the training on Acceptance and Commitment Therapy (ACT) increases, but the increase is less significant. Conclusion The Acceptance and Commitment Therapy (ACT) program is less effective in improving the self-acceptance of educators towards Children with Special Needs. Based on these results, it needs to be followed up with direct assistance or assistance in schools for educators who systematically help Children with Special Needs.
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Dissertations / Theses on the topic "Special needs educators"

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Marks, Lori J. "Educating Tomorrow’s Educators for Students with Special Needs." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/3685.

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Marks, Lori J., M. Conroy, and C. Leister. "Inclusion: Addressing the Needs of the Regular Educator." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etsu-works/3578.

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Link, Megan B. "Music Educators' Perceptions of Competence and Effectiveness in Teaching Students with Special Needs." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1367330326.

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Cox, David A. "Attitudes and Perceived Needs of Northeast Tennessee Educators Toward Effecting the Practice of Inclusion." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2663.

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This study examines the attitudes and perceived needs of Northeast Tennessee educators toward effecting the practice of inclusion in the public schools. The purpose of this study is to determine from the perspective of principals, regular education teachers, and special education teachers their current perceptions of inclusion, and what preparations or changes are needed to help educators succeed in inclusionary practices. The approach of this study is descriptive and utilizes data that was generated by the means of a survey instrument that was developed for use in this study. Areas of data presentation include: examination of demographic information; analysis of responses relevant to attitudinal, curriculum/instructional, and administrative aspects of inclusion; and analysis of responses in regard to inclusion as an effective practice and educators' willingness to include students with disabilities. Findings of this study emphasize the perceived need for additional in-service opportunities for educators and for alternative instructional methods, materials, and strategies. This study found that educators who had more experience working with students who have disabilities are more supportive of inclusionary practices. Educators who have more years of experience were found to be less willing to include students with disabilities into regular classrooms.
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Pacifico, Ellen K. "The Berks County Intermediate Unit's videotaped technology training series for educators of special needs students." Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only. Instructions for remote access, 1985. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1985.
Source: Masters Abstracts International, Volume: 45-06, page: 2809. Typescript. Abstract precedes thesis as preliminary leaves 1-4. Includes bibliographical references (leaves 119-125).
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Gustafson, Glenna Scarborough. "The Assistive Technology Skills, Knowledge, and Professional Development Needs of Special Educators in Southwestern Virginia." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26906.

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Assistive technologies can aid in removing many of the barriers that students with disabilities face in todayâ s classroom. This study addressed special educatorsâ perceptions of the facilitators for the successful implementation of assistive technology devices, skills and knowledge, and need for professional development. A self reporting questionnaire was designed to collect data. The questionnaire was mailed to 1164 special educators in southwestern Virginia. Educators reported that funding, time, technical assistance, assistive technology awareness and knowledge, professional development opportunities, and administrative support were highly important facilitators to the successful implementation of assistive technology. Special educators revealed an average level of skills and knowledge and need for professional development on 25 out of 27 assistive technology competencies. Furthermore, educators reported a preference for professional development opportunities in group settings that involved hands-on learning experiences.
Ed. D.
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Jönsson, Malin, and Sofie Nerbrink. "Specialpedagogers arbete i fo?rskolan med fokus pa? inkludering. Special educators work in preschool with focus on inclusion." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31274.

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How do special educators work to include children with special needs in preschool? That was the question that our thesis proceeded from, and the purpose was to get an insight in the methods used by the special educators to achieve inclusion.Our questions were:• Is Swedish preschool a place for inclusion?• How are special educators work organized and focused?• Which experiences do special educators have working with children with specialneeds in preschool, and what role do they mean that inclusion plays in this work?Our procedure in this enquiry was to perform semi-structured interviews with 5 different special educators in two different cities.Interpretation and analyis proceeded from three different theories: Urie Bronfenbrenner’s ecological systems theory, John Bowlby’s theory of attachment and Karsten Hundeide’s sociocultural theory. The result showed support for the idea of the Swedish preeschool as a place with many opportunities for inclusion. We have also seen how both money and political decisions has an impact on which possibilities the preschools receive to work with inclusion. In addition it became apparent that the methods used by special educators differed depending on both cities and districts. One of the main purposes of the special educators consisted in finding different ways to include children in the everyday activities.
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Frizzell, Allecia. "The Inclusive Classroom: Perceptions of General and Special Educators’ Preparedness to Meet the Needs of Students with Disabilities." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3370.

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This study was designed to determine whether kindergarten through eighth grade general education teachers and special education teachers were prepared to meet the needs of students with disabilities in inclusive classrooms. Conducted in Northeast Tennessee, an online survey was used to collect responses from participants in six school districts. The survey focused on four dimensions including perceptions of preparedness, attitudes towards inclusion, perceptions of administrator support and perceptions of self-efficacy. Data collected from 180 respondents were analyzed and informed the results of this study. Findings indicated that special education teachers reported significantly higher levels of preparedness to meet the needs of students with disabilities in the inclusive classroom than general education teachers. There was not a significant difference in perceived levels of preparedness between elementary educators and middle school educators. Survey responses revealed a significant, positive correlation between teacher perceptions of preparedness and attitudes towards inclusion; preparedness and teacher perceptions of administrative support; preparedness and teacher perceptions of self-efficacy; attitudes towards inclusion and administrative support; attitudes towards inclusion and self-efficacy; and administrative support and self-efficacy.
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Hendricks, Dawn R. "A Descriptive Study of Special Education Teachers Serving Students with Autism: Knowledge, Practices Employed, and Training Needs." Available to VCU users online at:, 2007. http://hdl.handle.net/10156/1973.

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Pirtle, Jody Marie. "Collaboration Among Families, Educators, and Medical Professionals to Create a Rural Medical Home for Children with Special Health Care Needs and Disabilities." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/283632.

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Families of children with special health care needs (CSHCN) and disabilities who lived in rural communities faced a variety of economic, social, and environmental challenges. Bronfenbrenner (1979, 2005) in his Bioecological Theory of Human Development offered an insightful lens for understanding the nested environments in which these families interact. This model was used as the overarching framework for this dissertation. The three manuscripts contained in this dissertation have included analyses of the involvement and participation of families of CSHCN and disabilities in the creation of a medical home located in a rural southwestern border community. These studies were critical for the medical home professionals - family involvement was at the core of the medical home philosophy. The overarching purpose of this dissertation was to set the foundation for successful family participation and feedback in the medical home. Within the first manuscript, I used the Medical Home Family Index to discover families’ (a) perceptions of interactions with medical professionals and (b) ratings of the quality of care within the medical home. Families of CSHCN (N = 92) completed the Medical Home Family Index and descriptive statistics as well as Chi-Square analyses were completed. Significant associations between families’ home languages and the amount of time the CSHCN had been receiving services at the medical home and the families’ responses were found. No associations between the children’s ages and the families’ responses were found. Recommendations for medical home professionals to complete the partner index, the Medical Home Index, were included. The purpose of the second manuscript was to examine the support needs of families of CSHCN and disabilities. Relationships between the severity of the children’s special health care needs and disabilities and the potential services they required were explored. For this study, a small sample (N = 25) of families of CSHCN completed the Family Needs section of the Center for Medical Home Improvement Family Survey, an in-depth, five-part survey designed to have families report on the services and supports that their CSHCN actually received. Families of CSHCN identified the need for therapies to be provided within the community. Findings from this study supported the creation of a pilot program in which parents were active participants in an intensive summer program designed to address the language and communication needs of their children. The purposes of the third manuscript were to (a) conduct research in two settings - a rural medical home and the families’ natural environments, (b) identify families’ perceptions of a targeted summer language intervention program, and (c) determine what changes in young children’s communication skills could be measured when parents were active members in a targeted summer language intervention program. For the third study, fourteen children with language delays and their families participated. Children were assessed using the Battelle Developmental Inventory-2nd Edition or the Preschool Language Scale-4th Edition. Intervention was conducted within a pediatric medical home and families continued the intervention at home. For both test results, the treatment had a significant effect. All families indicated a strong desire to continue the program and families who were most concerned with their children’s language were most satisfied with the program. This pilot program model was an example of ways that interventions could be extended successfully beyond traditional settings.
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Books on the topic "Special needs educators"

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Holvoet, Jennifer F. Medical problems of students with special needs: A guide for educators. Boston: College-Hill Press, 1989.

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1938-, Giuliani George A., ed. Special education eligibility: A step-by-step guide for educators. Thousand Oaks, CA: Corwin Press, 2007.

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Fry, Williams Betty, and Lepper Cheryl, eds. Very young children with special needs: Resources for parents, educators, and service providers. 4th ed. Saddle River, NJ: Pearson Prentice Hall, 2010.

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Johns, Beverley H. The many faces of special educators: Their unique talents in working with students with special needs and in life. Lanham: Rowman & Littlefield Education, 2009.

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Children with special needs: A resource guide for parents, educators, social workers, and other caregivers. Springfield, Ill: Charles C. Thomas, 1999.

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1945-, Simpson Richard L., ed. Asperger syndrome: A guide for educators and parents. Austin, Tex: Pro-Ed, 1998.

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Burrows, Emily L. Understanding asperger's syndrome: Fast facts : a guide for teachers and educators to address the needs of the student. Arlington, Tex: Future Horizons, 2004.

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1938-, Giuliani George A., ed. 100 frequently asked questions about the special education process: A step-by-step guide for educators. Thousand Oaks, CA: Corwin Press, 2007.

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Strom, Bev. Children with special needs in preschool settings: Identification, intervention, integration : a guide for early childhood educators. North York, Ont: North York Inter-Agency Council, Children's Services, Pre-School Sub-Committee, 1985.

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Pierangelo, Roger. Teaching students with learning disabilities: A step-by-step guide for educators. Thousand Oaks, Calif: Corwin Press, 2008.

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Book chapters on the topic "Special needs educators"

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Shriner, James G., and Martha L. Thurlow. "What Educators Need to Know About Accountability." In Current Trends and Legal Issues in Special Education, 126–38. 2455 Teller Road, Thousand Oaks California: Corwin, 2019. http://dx.doi.org/10.4135/9781071800539.n9.

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Hammel, Alice M., and Ryan M. Hourigan. "Preparing to Teach." In Teaching Music to Students with Special Needs. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780195395402.003.0009.

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There are varying degrees of undergraduate and graduate preparation for students with special needs. Music educators may have had a general special education class or the opportunity to study topics regarding students with special needs embedded within a music methods course. The topic of students with special needs may have been included in an educational psychology course, or a teaching music to students with special needs course that was part of the curriculum (Heller, 1994, York & Reynolds, 1996). More often than not, music educators have little or no background or instruction in this area (Wilson & McCrary, 1996). Therefore, music educators must be resourceful in gaining insight into the skills, strategies, and understandings that accompany the experience of teaching a student with special needs. Music teacher educators often have little or no preparation as to how to educate future music educators regarding the inclusion of music students with disabilities or how to plan, implement, and assess lessons in self-contained and inclusive music classrooms. Oftentimes, this lack of understanding results in either glossing over the topic or ignoring it altogether. Licensure requirements can leave little room for “special” topics in the methods classroom. Fieldwork and engagement with special education faculty and staff in a variety of environments can assist music educators in finding ways to reach students with special needs. This chapter may appear to be designed for the music teacher educator. However, practicing music educators are encouraged to utilize the observation protocols and other strategies to obtain on-the-job and authentic experience through self-imposed fieldwork, observation, and discussion within the special education framework. This may be beneficial to music educators in understanding the subculture of students, parents, educators, and administrators that surround a student with special needs. This fieldwork may need to be conducted during preparation/planning time or through permission from an administrator. For music teacher educators, this chapter is designed as a guide to develop fieldwork opportunities for pre-service music educators. Included in this chapter will be strategies for engagement in self-contained classrooms, resource rooms, inclusive settings, and summer enrichment programs.
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Hammel, Alice M., and Ryan M. Hourigan. "Curriculum and Assessment for Students with Special Needs." In Teaching Music to Students with Special Needs. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780195395402.003.0013.

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Every successful music educator has a curriculum that contains a scope (overarching goals) and sequence (how we will achieve our goals and in what order) that are critical to reaching meaningful educational goals within the music classroom. Walker and Soltis (2004) state: “Working with the curriculum is an integral part of all teachers’ daily lives”. When specific curricula are not mandated (by the state, or federal government), most music educators use a set of standards or guidelines to devise a scope and sequence for classroom teaching (i.e., the National Standards). It is important as music educators to consider their curriculum when preparing to teach all students, not just students with learning challenges. This is what separates an educator from a therapist or a service provider. The questions that we will address in this chapter include: How do music educators maintain a focus on their own curricular goals while adapting that same curriculum to the individual needs of students? And how do we assess and reflect on these goals to make adjustments in our curriculum? These are difficult questions to answer. In fact, this has been a challenge for teachers since the inclusion of students with special needs began following the passage of P.L. 94–142 more than 35 years ago. Walker and Soltis explain, “While many teachers supported the goal, many were offended that rigid regulations were imposed on them without their consent”. All these issues require a thoughtful and sequential approach when preparing, presenting, and assessing instruction in the music classroom. However, the stronger the underlying curricular focus is, the easier it will be to adapt and modify your existing curriculum to individualize instruction for students who have learning differences. Your specific curriculum, if not mandated by your state or school system, will be a result of your philosophy of music education. Even when utilizing prescribed curricula, your choices in scope and sequence will reflect your values in the classroom. These same values will be reflected in the choices you make in modifying your curricula for students with special needs.
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Hammel, Alice M., and Ryan M. Hourigan. "Developing a Student-centered and Inclusive Music Classroom." In Teaching Music to Students with Special Needs. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780195395402.003.0012.

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Classroom behavior is a common concern among many music educators. This is particularly true for music educators who teach in inclusive settings. This chapter is designed to provide effective tools and strategies at the micro-level (e.g., behavior and management techniques), and the macro-level by informing the reader of philosophical underpinnings that encompass a successful inclusive classroom. The socialization and lasting relationships that all students develop in school are also of considerable importance. Therefore it is imperative for music educators to strive for a caring, inclusive environment that is conducive for all students to learn. The practical strategies suggested at the end of this chapter are presented to encourage music educators to create a tolerant, caring classroom that is conducive for music teaching and learning. Many of the techniques discussed in this chapter are just examples of good teaching regardless of what population of students you are teaching. Effective classroom management begins long before the students enter the music room. A well-prepared environment is essential for optimal instruction and is particularly important when teaching music to students with special needs. This groundwork can be time-consuming and requires a thoughtful approach to the classroom setting; however, it is well worth the planning when the classroom becomes an inclusive and student-centered environment. Conroy, Sutherland, Snyder and Marsh (2008), explains that specific teacher interventions can lead to improved student behavior. These interventions include: (a) close supervision and monitoring, (b) classroom rules, (c) opportunities to respond, and (d) contingent praise. As music educators, we can apply these principles to music classrooms. The next section of this chapter is designed to relate these interventions to music teaching and learning, and to provide strategies for music teachers. Close supervision and monitoring. Conroy et. al found that close supervision and monitoring can by implemented in the music classroom in the following ways: (a) student proximity to the teacher; (b) a music teacher’s ability to visually monitor all students; (c) active engagement with students; (d) student access to teacher; and (e) ratio of adults to students that is conducive to close supervision.
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Hammel, Alice M., and Ryan M. Hourigan. "Resources for Music Teachers and Music Teacher Educators Regarding Teaching Students with Special Needs." In Teaching Music to Students with Special Needs. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780195395402.003.0017.

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The majority of this text has been built around the concept of teaching students with special needs in an inclusive, label-free, environment built around the five areas of music teaching and learning. As mentioned in chapter 1, music teachers must also learn about the challenges a student might be facing in their general or self-contained classroom. This is equally important in learning to teach a student who might be faced with the challenge of a disability. This chapter will consist of three sections. Section 1 is a comprehensive list (as of the publication date) of the standard Internet-based resources for students with a variety of special needs. Section 2 is an up-to-date resource list of practitioner articles, books, and research in the field of teaching students with special needs. The following web-based resources follow the IDEA (2004) categorization of disabilities. Each URL has been tested and reviewed by the authors and editors. http://www.ability.org.uk/autism.html This site has over 150 links to other autism-related resources. The Internet resources are wide in scope and include sites from countries all over the world. This site is a great resource for learning more about autism. http://www.autismone.org/ This site contains many media images and links regarding various aspects of autism. You will also find current articles on related topics including research, treatments, awareness, and social networking for parents and teachers. Links to several notable autism sites are included as part of the A+ Autism Collaboration. http://www.autism.com/ari/ Although this site cites current autism research as the main topic, it also includes concise information about autism, treatment options, and frequently asked questions. Triggers for autism and dietary treatment as well as several links to articles on many topics related to autism treatment and recovery are embedded in this interactive site. http://www.autism-society.org/ This site offers basic information about autism and signs for early identification. Treatment options, education laws, family issues, and links to the autism community are also provided. This site offers access to current research on autism, resources for parents, and a link to a very large database called Autism-source, which contains sources for autism-related services and support.
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Hardman, Elizabeth. "Meeting the Professional Development Needs of Special Educators in 21st Century Classrooms." In Advances in Early Childhood and K-12 Education, 52–68. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0267-8.ch005.

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This chapter describes the challenges personnel preparation programs meet when preparing pre-service special educators for service in today's technology rich classrooms. The author used action research methodology to explore the feasibility of developing a virtual Professional Learning Community (PLC) for the purpose of building a collaborative culture of learning in special education and providing pre-service and novice special educators access to networks of support. A wiki and Ning provided the basic infrastructure for the virtual PLC and the data collected from the websites were analyzed using the eight essential characteristics of PLC development. The results showed that the PLC membership participated in community work primarily as observers only, relying almost entirely on the teacher educator to direct and manage all facets of community work. The implications of the research are discussed with respect to how personnel preparation programs prepare teachers for service in in 21st Century classrooms.
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Hammel, Alice M., and Ryan M. Hourigan. "A Resourceful and Pedagogical Approach to Teaching Students with Special Needs." In Teaching Music to Students with Special Needs. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780195395402.003.0010.

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The vignette regarding Gregory introduces an approach to teaching students with special needs that may be new for many music educators (and music education students). Collegiate students are not always given the opportunity to think critically and constructively about adaptations and accommodations for students with special needs prior to graduation from undergraduate school (Hammel, 1999; Nocera, 1979). Skills developed while brainstorming ideas for students via vignettes may assist music educators as they derive strategies for students with special needs in music classrooms. This skill preparation also introduces the idea of a “team approach” when interacting with faculty, administration, students, and families (Ansuini, 1979; Atterbury, 1993). For these reasons, vignettes are included within the text to encourage this process when preparing to teach students with special needs. The most effective approach when working within a school and school system is to become a part of the existing team of professionals (Dalrymple, 1993). Teachers often become compartmentalized when teaching music in another part of the building or when traveling from building to building. Successful child-centered schools function as teams, and active participation is important for each individual teacher as well as for the overall success of the school (Gfeller, Darrow, & Hedden, 1990; Gilbert & Asmus, 1981; Heller, 1994; Williams, 1988). Being proactive and positive can assist teachers as they become involved as integral “team members” within a school. Maintaining a positive and inclusive attitude will increase the view that the music program is an important and necessary component of school life for all students (Ozonoff, Rogers, & Hendren, 2003; Pierce & Schreibman, 1997; Wagner, 1999). Being aware of the students in the music classroom, as well as their academic and behavioral needs, is a critical initial strategy in developing an inclusive scope and sequence for classrooms and ensembles (Hart & Risley, 1975; Prizant & Wetherby, 1998). Knowing that we teach students, with music as a catalyst, and that students come to the music classroom with a variety of independent and individualized needs is important to inclusive-oriented music educators.
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Manzoor, Amir. "Use of Virtual Worlds for Development of Social Interaction Skills of Children With Special Needs." In Handbook of Research on Teaching With Virtual Environments and AI, 416–43. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7638-0.ch018.

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At a growing rate, educators are realizing academic potential of virtual world and starting to use them to support the development of social skills and learning of children with special needs (CSN). A virtual world could be integrated into different learning contexts to provide a safe, friendly, and supportive multiuser learning environment for CSN. The objective of this chapter is to explore how educators can leverage shared interests of CSN in virtual world to facilitate their social interaction and how educator and technology support can be used to guide this learning process of CSN.
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Antonio Cantu, D. "Role of General Educators in a Multidisciplinary Team for Learners with Special Needs." In Interdisciplinary Connections to Special Education: Important Aspects to Consider, 35–57. Emerald Group Publishing Limited, 2015. http://dx.doi.org/10.1108/s0270-40132015000030a003.

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Aitken, Joan E. "Parental Communication About the Needs of Their Children." In Communication Technology for Students in Special Education and Gifted Programs, 230–41. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-878-1.ch018.

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The purpose of this chapter is to analyze parental use of an online support group about their children with disabilities. A content analysis was conducted of 1,718 emails from a listserv support group for parents of children who have been diagnosed as eligible for special education services. The findings suggest that parents use the group for the following purposes: (a.) expressive story-telling, (b.) seeking and giving advice, (c.) seeking or offering validation or encouragement, (d.) seeking or providing information, (e.) seeking or suggesting resources, and (f.) sharing celebrations and telling success stories for hope. Parents often discussed: How to deal with professionals (e.g., teachers, physicians), family, testing and diagnosis of disability, communicating with educators and the school context, Individualized Education Program (IEP) team meetings and reports, and family dynamics. The communication skills parents are most concerned about are writing and reading.
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Conference papers on the topic "Special needs educators"

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Newman-Godfrey, Amanda, and Lauren Stichter. "Workshop 1 | Partners in Learning: A Higher Education Model for Teaching Preservice Educators and Students with Disabilities in Art." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0003.

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Marlina, Dr. "Teacher's Attitude and Peer Acceptance to Children with Special Needs in Inclusive Primary Schools." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.41.

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Ardianingsih, Febrita, and Siti Mahmudah. "Early Detection of Child Development Deviation Training Program in The Context of Special Needs Children Identification." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.88.

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Xu, Jiajun, Sasan Haghani, Giancarlo D'Orazio, and Carlos Velazquez. "Student Experiential Learning Through Design and Development of a Subsurface Melting Head for NASA RASCAL-Special Edition Competition." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23287.

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Abstract In order for students to enhance their understanding of engineering concepts, hands-on experience proves to be essential. Incorporating the design component in undergraduate engineering education has been an immediate and pressing concern for educators, professional societies, industrial employers and agencies concerned with national productivity and competitiveness. It is crucial to enhance undergraduate design and research experiences to meet both societal needs and the growing job-market demands. The University of the District of Columbia (UDC), the District of Columbia’s only public institution of higher education, and a historically black college and university (HBCU), had recently modernized its undergraduate curricula in engineering to meet that need. This paper presents a case study of recent implementation of student experiential learning approach through undergraduate research experience course (MECH 302). This student group participated in the 2019 US National Aeronautics and Space Administration Revolutionary Aerospace Systems Concepts – Academic Linkages (RASC-AL) Challenge, in which they will develop concepts that may provide full or partial solutions to specific design problems and challenges currently facing human space exploration.
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Petrovic, Jelena, and Dragana Dimitrijević. "EMOTIONAL EDUCATION IN 20th CENTURY SERBIAN PEDAGOGY." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.111p.

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Emotional education, although recognized in pedagogical science as a relatively young scientific concept, has always been a significant aspect of educational activity. The development of this aspect of educational activity was especially intense at the beginning of the 20th century, only to become a subject of scientific research in the 1980s. The aim of this paper is to investigate the development of the concept of emotio­nal education in Serbian pedagogy, and the relation of Serbian educators to this educati­onal concept. The method of theoretical analysis with content analysis technique was used in the paper. The main works of the most influential Serbian educators of the 20th century and the most important textbooks used in the education of pedagogues and teachers throughout the 20th century were analyzed. The point of analysis was emotional education viewed from the perspective of contemporary definitions of emotional education: as a pedagogical action that involves understanding and appreciating emotions in the process of education, developing self-awareness, self-discipline and independence, and helps children achieve positive interpersonal relationships. Despite the opinion that emotional education was under-represented during the 20th century, we found out that Serbian educators did pay attention to this aspect of education, but they didn’t consider it as a special phenomenon, but within the already defined scientific concepts of moral education and family pedagogy. Finally, we found that they understood it in accordance with their pedagogical orientations and social needs.
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Hájková, Petra, and Lea Květoňová. "DEVELOPMENT OF HEALTH-PROMOTING BEHAVIOUR OF A CHILD AS AN EDUCATIONAL GOAL IN FAMILIES OF HANDICAPPED MOTHERS WITH MENTAL HEALTH DISORDERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end087.

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The mental health of adult women is an important attribute of their motherhood. Weakening of mental health poses a threat to activities in the field of self-care and healthy development of their children. Even under these conditions of health disadvantage, women-mothers remain as the main mediators of health-promoting habits for their children, thus they become theirs first educators. The health literacy of these women also plays a role in this regard. For this reason, it is crucial to provide these women with sufficient special education that takes their individual needs into account. This research project is focused on finding connections between the mental health disorder of mothers, their health literacy with manifestations in the field of health-promoting behaviour, and with the need for support in the relevant area of childcare by professionals and close family members. The author will present an overview of research focused on this issue as well as her own proposal for a research solution, which received the support of the Charles University Grant Agency for the years 2021-2022.
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Fitzpatrick, Donal. "Session 8: Accessible World | Teaching Computing Subjects Accessibly: The Educator and Student Viewpoints." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0037.

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Dille, Lisa. "Session 15: Curriculum, Research and Development | Using a Blended Curricular Model of Professional Development to Increase Educator Repertoires for Instructing Students with Autism Spectrum Disorders." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0053.

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Martínez-Molina, Sandra, Rosa Almeida, Raquel Losada Durán, Teresa Cid Bartolomé, Andrea Giaretta, Alice Segalina, Anna Bessegato, et al. "Accesible co-creation tools for people with intellectual disabilities: working for and with end-users." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10086.

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In a world defined by rapid change, the search for solutions to societal challenges has become more complex calling for new paradigms of innovation focused on collaborations with the community and users. Co-creation approaches in the design and production of a service or product can bring low-cost innovation and unique and personalized customer experiences leading to user acceptance of a product or service. Under a co-creation perspective, the participatory approach developed in the MINDInclusion project aims to improve the inclusion of people with intellectual disabilities into public places and society by using a co-created online tool based on people with disabilities’ personal experiences. Paying special attention to the Design thinking method, the main goal of this experience was to co-create cognitive accessible design tools that guide the collection of users and other stakeholders experiences in the process of defining problems and solutions. To this end, 14 researchers and educators worked defining together a set of guiding exercises and design thinking methods for the 4 co-design cycles. To add an interactive and playful approach two tools were created to gather information to recreate as a final output “personas scenarios”, an “empathy map” and expected “use scenarios” that will guide the development of the web-tool based on user-centred specifications. The results have shown two tools. The former was an adapted game board about public places based on the traditional monopoly game and the latter a diary with a set of activities that will facilitate the collection of contextual information. Previous experiences have shown that co-design process can promote greater social cohesion, acceptance and empowerment. However, working with people with intellectual disability presents several challenges since the co-creation process needs to be cognitive accessible. This experience resulted in the creation of two cognitive accessible tools that can be extrapolated to other contexts.
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Filippovskaya, Tatyana. ". On the Right of the Academic Community to Intellectual Property and Scientific Creativity." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-26.

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The author continues to present his analysis of various aspects of the violation of educators’ rights at the national and international levels, which he has articulated extensively in publications and conferences. This is of particular importance in the current context of uncertainty regarding the content of Generation Z and even more so about Generation Alpha’s professional activities. Given that up to 85% of professions, to which part of them shall be ready as early as in a decade, have not yet been identified even by name, the education system is faced with the challenge of developing special qualities of personality - sustainability, adaptability to change and the desire for self-development. Can an educator under systemic pressure from violations of academic rights and freedoms provide an effective solution to such a challenge? The author begins to seek an answer to this question by drawing attention to the contradictions in the dispositions of public and private law regarding intellectual property, work quota settings for teaching staff and the rating of the effectiveness of educational activities. The employed methodology of content analysis allowed for the author’s conclusions concerning the necessity of amending the regulatory procedure of higher school function for the purpose of the remedy of the mentioned disproportions to be justified. A proposal was made on the need for reconcilation of institutional innovations in the course of recovery of the basis of university autonomy regarding the elaboration of objective parameters of ranking universities both at national and at international levels, the correction of work quotas for teachers in order to achieve comparability in the activities of the academic community in the two dimensions of its actors: in the scientific, in which pedagogy is the accompanying activity segment, and in the pedagogical, in which pedagogy is the accompanying activity segment.
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Reports on the topic "Special needs educators"

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Tare, Medha, and Alison Shell. Designing for Learner Variability: Examining the Impact of Research-based Edtech in the Classroom. Digital Promise, August 2019. http://dx.doi.org/10.51388/20.500.12265/81.

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While research shows that learners differ in many ways, this work must be translated into actionable strategies to benefit students. We describe the results of our partnership with ReadWorks, a widely-used literacy edtech platform, to help them implement research-based pedagogical features that support learners with diverse needs. In a national survey of over 11,000 educators, 89 percent said they were likely to assign more articles on ReadWorks and 82 percent said they were likely to assign higher-level articles as a result of the features available to students. We also examined K-6 students’ (N=1857) use of these optional features when completing digital assignments and found that 92% of students tried at least one new feature and engaged with harder assignments when they used the features than when they did not. Feature use did not differ by student characteristics such as reading proficiency or special education status, suggesting that these features could potentially benefit all students when they need extra support.
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