Relevant bibliographies by topics / Training of Teachers of exceptional children

Academic literature on the topic 'Training of Teachers of exceptional children'

Author: Grafiati
Published: 27 July 2024
Last updated: 29 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Training of Teachers of exceptional children.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Training of Teachers of exceptional children"

1

Brackenreed, Ph. D., Darlene G. "Exceptional Lives: Teachers’ Stories." World Journal of Educational Research 3, no. 2 (June 13, 2016): 251. http://dx.doi.org/10.22158/wjer.v3n2p251.

Full text
Abstract:
<em>This phenomenological research study explored the perceptions of educators regarding the education of students with low incidence exceptionalities through the use of semi-structured interviews. The purpose of the study was to discover the realities<strong> </strong>of teaching students with low incidence exceptionalities and what, if any, barriers exist in providing the best education possible for these children. All of the participants were educators with experience ranging from Kindergarten to Grade 12 and lived in Ontario, Canada. From the study emerged eight themes: school entry and leaving, assessment, placement, resources, teacher training, advocacy, independence and friendship. All of the participants raised concerns about the lack of support they receive in providing for the complex and multi-faceted needs of these children.</em>
APA, Harvard, Vancouver, ISO, and other styles
2

Aldridge, Jerry T., and Gypsy Abbott Clayton. "Elementary Teachers' Cognitive and Affective Perceptions of Exceptional Children." Psychological Reports 61, no. 1 (August 1987): 91–94. http://dx.doi.org/10.2466/pr0.1987.61.1.91.

Full text
Abstract:
114 elementary teachers were examined on knowledge of exceptional children and attitudes toward mentally retarded children in a pretest-posttest experimental control group design. 20 teachers were enrolled in a 10-wk. course in which characteristics of exceptional students were discussed. These 20 teachers, called administrative teachers, provided inservice training to 57 participating teachers (experimental group). Statistically significant changes in knowledge occurred for the 57 participating teachers but not in a control group of 57 used for comparison. No significant changes in attitudes toward mentally retarded children were observed.
APA, Harvard, Vancouver, ISO, and other styles
3

Churton, Michael W. "Preparation of adapted physical educators in Appalachia: Preservice Training Model." Rural Special Education Quarterly 9, no. 3 (September 1988): 18–22. http://dx.doi.org/10.1177/875687058800900304.

Full text
Abstract:
The delivery of adapted physical education services in Appalachia and other rural areas has lacked comprehensive and appropriate personnel training models. Exceptional children have not received adequate adapted physical education services due to lack of qualified teachers, resources, and extreme poverty conditions. Appalachian State University's Department of Language, Reading, and Exceptionality was awarded a training grant to prepare adapted physical education teachers for Appalachia. Appalachia is the depressed economic and geographically dispersed region encompassing 154 counties in the southeastern part of the country. Exceptional children are un-cerserved and often do not receive appropriate physical education or special education intervention. Specific training and employment problems were identified. Strategies for training teachers to provide services in rural areas are presented which may prove generalizable to other special education training programs.
APA, Harvard, Vancouver, ISO, and other styles
4

Mcintosh, Dean K., and Gail I. Raymond. "Training special education teachers in rural areas: A viable model." Rural Special Education Quarterly 9, no. 1 (April 1988): 2–5. http://dx.doi.org/10.1177/875687058800900101.

Full text
Abstract:
In 1983, the Program for Exceptional Children, College of Education, University of South Carolina, received funds from the Office of Special Education and Rehabilitation Services to design, develop, and implement a service delivery model that would meet the unique learning needs of mildly handicapped children in sparsely populated areas of South Carolina. The model emphasizes the training of regular elementary teachers at the master's degree level to function as teacher-consultants to other regular classroom teachers to maintain these children in the regular classroom.
APA, Harvard, Vancouver, ISO, and other styles
5

Cahyo Adi Kistoro, Hanif, Caly Setiawan, Eva Latipah, and Himawan Putranta. "Teacher’s experiences in character education for autistic children." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (March 1, 2021): 65. http://dx.doi.org/10.11591/ijere.v10i1.20743.

Full text
Abstract:
<p><span>Character education is also important given to autistic children. This phenomenological research aims to reveal the teacher's experience in teaching character education for autistic children. The participants in this research were 10 teachers from three exceptional schools consisting of public and private exceptional schools. In-depth interview method as a data collection technique. Data analysis using semantic reduction is carried out by the stages of identifying important statements from the results of the interview, determining the theme of the discussion, and describing the significance of the whole the teacher's experience. The results found that character learning for autistic children through three models, namely explanatory, practice, and intensive mentoring. The explanatory model is used to practice the ability of autistic children in terms of building children's concentration and focus. The practice model is used to train autistic children soft skills in terms of strengthening the understanding of the material and its reasoning ability. While the intensive mentoring model for training soft skills autistic children related to the ability of interpersonal relationships and confidence. Therefore, the inclusion of teacher competencies must at a minimum include pedagogical, personal, and social abilities to teach character education for autistic children.</span></p>
APA, Harvard, Vancouver, ISO, and other styles
6

Pasha, Shaheen, Muhammad Javed Aftab, and Robina Naqvi. "Training Need Assessment for Teachers Working in an Inclusive Setting for Children with Disabilities." Review of Applied Management and Social Sciences 4, no. 1 (March 20, 2021): 27–44. http://dx.doi.org/10.47067/ramss.v4i1.96.

Full text
Abstract:
In an inclusive setup, general education teachers are expected to handle students with different needs. These teachers should always be supported to meet these problems. The purpose of the present research study addresses the importance of teachers' training attitudes towards inclusive education of children with disabilities. Training enhances teachers ‘self- efficiency’ and information regarding adapting their teaching methodologies in an inclusive environment for the individual needs of exceptional children. Literature review studies the areas such as perception about disability, the notion of inclusive education, movement from special education to inclusive setup and teachers training provided to use teaching skills. An inclusive set up is advantageous for learners with disabilities. A total of 280 respondents, male 79 and female 201 from 15 schools and centers of special education, District Multan were selected as a population in the study. A sample of 125 participants selected through stratified random sampling techniques. In this research, a questionnaire was the only instrument for the collection of data. After planning the questionnaire, the researchers administered it to 5 members for pilot testing. The results were analyzed and finally, the questionnaire contained 30 items covering all the components of training need assessment for teachers working in an inclusive setting for children with disabilities. The descriptive and qualitative research method was applied to analyze the collected data. It was highly recommended that teachers' training programs are designed to share information about awareness of disability and enhance teaching skills and knowledge for an efficacious inclusive system for children with disabilities.
APA, Harvard, Vancouver, ISO, and other styles
7

Da Fonte, M. Alexandra, and Miriam C. Boesch. "Recommended Augmentative and Alternative Communication Competencies for Special Education Teachers." Journal of International Special Needs Education 19, no. 2 (May 1, 2016): 47–58. http://dx.doi.org/10.9782/2159-4341-19.2.47.

Full text
Abstract:
Abstract Empirical evidence supports the notion of special education teachers receiving limited pre-service training in augmentative and alternative communication (AAC). This lack of training is not only evident in the United States but in other countries such as United Kingdom, India, and Israel. Yet the teaching demands for the use of AAC are increasing as more students with complex communication needs are entering the school systems. As a result, this paper outlines four special education teacher competencies needed to effectively address the communication needs of these students. The four competencies consist of the needs for training in the areas of (1) communication development and communicative competencies, (2) teamwork and collaborative practices, (3) role and functions of AAC systems, and (4) AAC assessment and instructional strategies. These competencies are aligned to the standards from the Council for Exceptional Children and the literature available on AAC training. Evidence suggests there is a lack of training for special education teachers and other professionals in this area and limited research to guide teacher preparation programs.
APA, Harvard, Vancouver, ISO, and other styles
8

Jesus, Denise Meyrelles, Regina Helena Silva Simões, and Miriã Lúcia Luiz. "Pessoas com deficiência na escola capixaba pós-1964: Questões da exceção." education policy analysis archives 27 (June 3, 2019): 67. http://dx.doi.org/10.14507/epaa.27.4518.

Full text
Abstract:
In Brazil, from the 1950s to 1970s, the term “exceptional” was used to define people with disabilities as a counterpoint to a so-called “normal” human being. On the other hand, the term “exception regime” defined the post-1964 coup dictatorial government, which opposed the democratic republican regime. Based on the analysis of legislative documents, school records, reports on training internships in audiovisual resources, curricular proposals and demonstration schools, this article investigates the production of these exceptionalities and their consequences in school attendance for people with disabilities in the state of Espírito Santo during the dictatorial period (1964-1985). In this period, a bifronted movement was produced: in public education, the segregation of “exceptional” pupils - apparently supported by technical-pedagogical arguments - overshadowed social and economic factors that conditioned exclusions inside and outside of schools; in the private sphere, the creation of philanthropic institutions disobliged the state of the attendance to the ones who demanded differentiated educational support. In the first case, the aim was to promote analyses and solutions ranging from the domain of audiovisual resources and teaching techniques by teachers up to the organization of classes according to learning “levels” and “capacities” of the children judged “exceptional”. In the second case, basic principles of citizenship were denied.
APA, Harvard, Vancouver, ISO, and other styles
9

Pamungkas, Bayu, Rochmat Wahab, Suwarjo Suwarjo, and Adi Susen. "School and Family Collaboration on Twice-exceptional Academic Program Services." International Journal of Learning, Teaching and Educational Research 22, no. 12 (December 30, 2023): 351–67. http://dx.doi.org/10.26803/ijlter.22.12.17.

Full text
Abstract:
Collaboration in twice-exceptional academic program services is an important thing to pay attention to when optimising student potential. This research focuses on both school and family involvement using a qualitative approach and a case study design to describe the forms of school and family collaboration. The respondents in this research consisted of 15 teachers and 15 parents with twice-exceptional children. The data collection in this research was carried out using participatory observation techniques and semi-structured interviews. The data was analysed through data collection, data compression, data presentation, and conclusion drawing. The findings in this study reveal that there are diverse roles held by both schools and families in relation to the testing, planning, implementing, and evaluating of twice-exceptional programs. Additionally, it highlights the significance of self-development and extra-curricular activities in maximising student potentials, alongside the importance of training both schools and families in supporting the twice-exceptional students' development. The establishment of collaboration is influenced by several supporting factors such as open communication, administrative support, and parental involvement. Meanwhile, factors that can hinder the creation of collaboration include a lack of awareness, busy parental schedules, and misunderstandings regarding the roles involved. By understanding the results of this research, schools and families can work together to support the development of twice-exceptional students more effectively by developing educational service programs that better support the potential of twice-exceptional students. It is hoped that future research will be able to better describe collaboration in academic services for twice-exceptional students for each different type of special need.
APA, Harvard, Vancouver, ISO, and other styles
10

Undro, Evelina, and Sigita Girdzijauskienė. "Gifted Girls’ Learning Experience in General Education." Acta Paedagogica Vilnensia 43 (December 20, 2019): 57–70. http://dx.doi.org/10.15388/actpaed.43.4.

Full text
Abstract:
The Munich Dynamic Ability-Achievement Model during the school period emphasizes the increasing impact of the school environment on the transformation of the ability (potential) of exceptional achievement, making it an integral part of the development of giftedness. However, the literature indicates that the identification and education of gifted children in Lithuania and abroad is often left to the personal discretion and initiative of teachers, parents or gifted students. In general education schools, gaps in teachers’ theoretical and practical training in gifted children education, as well as abilities to determine their academic and emotional needs, can be identified. Gifted are often seen as “awkward” students, and during adolescence they are faced with the need to choose between mimicking “normal teenage life” and being a “geek”. Gifted teens girls additionally feel pressured to conform to the “normal image of a girl” rather than displaying exceptional abilities and vigorously competing for achievement as “normal for the male image”. Teachers often think that boys can accomplish more than girls, so they need more reinforcement and encouragement. These factors pose a greater risk for gifted adolescent girls to be unrecognized, not properly promoted, and have not realized giftedness.A qualitative research strategy was used to reveal the authentic learning experience of gifted girls (teens) in general education schools. Six gifted girls from 13 years 10 months to 14 years 7 months, from three Vilnius schools, participated in the survey. The learning experience of gifted girls was revealed by three themes. They have shown that teachers’ attitudes that all students have equal learning needs, their obligation to help low achievers, and disbelief that gifted students need special education assistance had made gifted girls bored and waste time in the classroom. It was also revealed that the most commonly used methods of teacher training reflect a passive form of teaching that does not facilitate the process of acquiring knowledge. Finally, teacher indifference, high expectations, comparing students to gifted girls cause uncomfortable feelings, while teacher rigidity and insensitivity provoke conflict situations and reduce learning motivation. All of this, combined with inconsistent behaviour by applying different norms for themselves and students, widens the gap between “good” and “bad” students.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Training of Teachers of exceptional children"

1

Becker, Theresa. "Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5129.

Full text
Abstract:
Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
Ph.D.
Doctorate
Education and Human Performance
Education; Instructional Technology
APA, Harvard, Vancouver, ISO, and other styles
2

Lewis, Daniel. "The experience of moving from mainstream to special school : a case study of eight teachers' transformative learning." Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/13315/.

Full text
Abstract:
This is a case study of eight teachers who have transferred from mainstream schools to special schools. It uses their reflections on the transition process gained through a series of interviews and tasks that illuminate their perceptions of their change process. These reflections are then analysed using a model that differentiates between the professional practice of the teacher, the school’s culture and Community of Practice and the wider educational system consisting of, for example, Teaching Standards, performance management and Ofsted inspections. It looks to answer some of the questions raised by the Salt Review (2010) about the quality of the supply of teachers into special schools. It addresses the issue of whether specialist skills are required for teaching in special schools and proposes a way to understand the key difference between the demands placed upon teachers in each if the two different sectors by looking in detail at the teachers’ understandings of their teaching practices. It finally proposes an induction model that can be individualised for the teacher which will support the transition process for them. It is located within a qualitative research approach and assumes the social construction of a shared cultural reality.
APA, Harvard, Vancouver, ISO, and other styles
3

Lewis, Elaine. "Teaching twice exceptional children: Gifted with learning difficulties: Professional development and provision in a Montessori school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/504.

Full text
Abstract:
This study seeks to investigate the teaching of gifted children in a Montessori school, with particular reference to gifted students with learning difficulties in writing. A review of the literature on the Montessori method of education and on provision for gifted children, shows considerable philosophical and practical overlap in these two fields. However, it appears that this theoretical overlap is not necessarily realised in practice. Furthermore, although considerable research has been conducted on the characteristics, identification and classroom provision for the gifted, very little has been undertaken on the actual provision for gifted children in Montessori schools or gifted children with learning difficulties in writing. Research indicates that appropriate teacher development is an important component of provision for the gifted. Within an action research context, all twelve teachers at a school participated in professional development on the gifted. They were provided with current information about attitudes toward the gifted, theories and models relating to giftedness, as well as curricular and instructional modifications for gifted primary children. The teachers' perceptions about the gifted were examined, by the administration of an attitude scale and through an interview process, before the professional development and again after they had the opportunity and support to implement program modifications. To obtain a more detailed understanding of what was happening in classrooms, observation sessions were conducted. Data was also collected from parent feedback, informal observations, document searches and the researcher's reflective journal. The research found that the teachers indicated, overall, positive attitudes toward the gifted. However, contrary to evidence in the literature which suggested positive attitudinal changes in teachers after professional development, the teachers' attitudes towards the gifted remained the same, overall, throughout the study. Despite this lack of measurable attitudinal change, the teachers enacted practical, behavioural modifications to their gifted students' programs after professional development. Positive outcomes for teachers and gifted students were generally obtained. Nevertheless, teachers expressed reservations about the effectiveness of their interventions for the gifted, particularly those with learning difficulties, with reference to these students' ability to 'work independently'. Implications that arise from this research relate to issues influencing the identification and provision for gifted students with learning difficulties. Additional implications were presented for school administration, teacher development, methodological issues and the need for further research.
APA, Harvard, Vancouver, ISO, and other styles
4

Bauers, Anne M. "Becoming literate : teachers and children talking about writing in the early years." Thesis, University of East Anglia, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334332.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Edwards, Carla Ward. "The Effects of Modeling, Roleplaying and Feedback on the Performance of Teachers of Children with Autism." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc279282/.

Full text
Abstract:
Teachers providing treatment to children with autism are responsible for implementing numerous procedures. Teacher training has not been addressed extensively in the literature. This study employed a multiple baseline design to evaluate the effects of a training package incorporating modeling, roleplaying and feedback on teacher performance. Results indicated that the teacher implemented correct teaching episodes following training. Changes in teacher performance were only observed when the training package was applied to each setting and skill area. As a result of changes in teacher behavior, the child demonstrated an increase in the number of desired responses. Results are discussed in the context of generalization, training package components, cost-benefit of single-subject designs, and limitations of the study.
APA, Harvard, Vancouver, ISO, and other styles
6

McBride, Bonnie J. "Promoting instructional interactions : effects of training preschool teachers to use a discrete trial instructional format during classroom activities /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7701.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Neves, Cardoso Carlos Manuel. "The schooling of African-origin children in Portugal : an analysis of primary school teachers' views." Thesis, King's College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309987.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Boatman, Vikki. "An Investigation into the Effects of Long-term Staff Development on Teacher Perceptions and Reading Achievement on Young Children." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc6149/.

Full text
Abstract:
The effectiveness of long-term staff development (Reading Academy Project-RAP) on students' reading scores on the Texas Assessment of Academic Skills (TAAS) test was examined to determine if teachers transferred newly learned teaching strategies into practice and changed their beliefs about reading instruction. In a four-year cohort longitudinal study in an East Texas rural community, the effects of long-term staff development on third grade students' TAAS test reading scores, teacher practices, and teacher beliefs were explored. Populations included a teacher group (N = 17), an experimental (N = 419), and a control (N = 419) group of students. Children's groups were matched pairs based on five demographic characteristics and membership or non-membership in one or more of six categories. An application survey and four end-of-the-year surveys provided teacher data regarding classroom practices. One interview question provided information about teacher beliefs. Results indicate students who had a RAP teacher for at least one year scored significantly higher on the TAAS reading test in the third grade than those without a RAP teacher. Examination of students having more than one year with an academy teacher failed to produce statistically significant differences in TAAS test reading scores; however, an upward trend was noted. Statistically significant differences were found in 6 of the 20 items on the survey investigating classroom practices. All teachers reported the RAP affected them positively, and 82% confirmed that changes took place in their classroom practices, student behaviors, and teacher responsibilities. Validation of or strengthening existing beliefs accounted for 76% of the teacher responses. Recommendations include adding a population of kindergarten through third graders and following them through high school to determine ultimate reading success, continue surveying teachers to see if effective strategies persist, add a parental involvement component, and replicate this investigation in suburban and metropolitan areas.
APA, Harvard, Vancouver, ISO, and other styles
9

Mahon, Tammy A. "Responses of teachers of students with emotional disabilities to student needs and the implications of licensure training requirements." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344200.

Full text
Abstract:
One result of the school reform movement has been changes in the teacher licensure programs. There has been a development of certain expectations in the quality of educators as well as in the educational services that are to be disseminated to students with special needs. Many states have restructured their licensure programs for special education teachers in order to adjust for the changing criteria for "high quality" teachers and to meet the demands due to shortages in the field and the current mandate for quality teachers. The state of Indiana changed its licensure requirements to incorporate a more generalist format. Categorical licenses, including ED have been discontinued in the area of special education. Teaching students with ED differs significantly than teaching other disability areas. This licensure change has resulted in fewer academic requirements in the area of ED. Therefore the new licensure format may result in less adequate preparation for future teachers to meet the diversity of needs experienced by this disability area. The level of training does effect the knowledge and skills teachers will have and their ability to provide appropriate services and placements for students with ED. Further, job stress for special education teachers of ED is a well documented role-related concern which has been linked to the levels of training and the intensity of student needs. The high attrition rate of special education teachers impacts the quality of services that students receive by limiting the growth in expertise that develops with experience. More appropriately trained teachers possess higher the quality of skills and knowledge which can be related to the quality of services provided to students and outcomes. The results of the study indicate that the more participants believed that their training was adequate, the more they were likely to believe that teaching students with ED requires a specific knowledge and skills and less likely to agree with IPSB's decision to eliminate skills associated with the categorical license program. This was a replication study and the findings supported the results of the earlier study completed by Braaten, Ulman, Merbler, and Polsgrove (2001).
Department of Special Education
APA, Harvard, Vancouver, ISO, and other styles
10

Day, Deanna Lea. ""A taste of teaching": Preservice teachers and children engage in literature circles." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280166.

Full text
Abstract:
The purpose of this qualitative teacher research study was to explore the characteristics of literature circles with preservice teachers and children. Drawing on Vygotsky's (1978) sociocultural theory and Rosenblatt's (1938) transactional theory, this study focuses on the talk of preservice teachers in literature circles with children and the perceptions of preservice teachers about these literature circles. The study was conducted in a fourth grade classroom and a university children's literature course in the southwestern United States over one academic year. Thirty children and 27-28 preservice teachers participated in three to five literature circles each semester. A total of 47 literature circles were tape recorded, transcribed and analyzed. Other sources of data included a teaching journal, free writes from participants and interviews with some preservice teachers. The methods of analysis included coding, visual markers and constant comparison. These literature circles were investigated through a detailed description of the data. There were certain characteristics to organizing the discussions such as selecting books, developing the discussion strategies, planning the circles, producing free writes and reflecting on the experience. This study focuses on how the talk of preservice teachers in literature circles with children evolved over time. The results indicate that the preservice teachers initiated and facilitated discussion, asked and answered questions, dominated discussion, listened, supported and explored children's talk, and shared personal connections and responses as a reader. In addition, the study explores preservice teachers' perceptions of literature circles with children. Three major themes were found: The preservice teachers learned about children in the literature circles, how to do circles and the value these circles for children. Finally, the findings illustrate how the literature experience with preservice teachers influenced the children. According to the data, the children had significant relationships with young adults, managed the literature circles, considered different perspectives in the discussions, gained confidence in their ability to talk, gained perspectives on college and acquired personal advocates. This study shows the importance of partnerships between universities and elementary schools. The preservice teachers were given opportunities to experience reading, writing, learning and teaching with children. The college students were able to observe children learning and to reflect on these experiences.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Training of Teachers of exceptional children"

1

Shea, Thomas M. Parents and teachers of exceptional students: A handbook for involvement. Boston: Allyn and Bacon, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

1922-, Garrett John, and Dyke Bob, eds. Microelectronics and pupils with special educational needs: Support material for the in-service training of teachers. Manchester: Manchester University Press, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Shea, Thomas M. Parents and teachers of exceptional students: A handbook for involvement. Newton, Mass: Allyn and Bacon, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Bélanger, Nathalie. Formation des enseignant(e)s: Classes hétérogènes et enfance en difficulté à l'école franco-ontarienne. Toronto: Centre de recherches en éducation franco-ontarienne, [Institut d'études pédagogiques de l'Ontario], 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

B, Pollingue Alice, ed. The exceptional teacher's handbook: The first-year special education teacher's guide to success. 3rd ed. Thousand Oaks, Calif: Corwin Press, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

B, Pollingue Alice, ed. The exceptional teacher's handbook: The first-year special education teacher's guide to success. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

B, Pollingue Alice, ed. The exceptional teacher's handbook: The first-year special education teacher's guide for success. Thousand Oaks, Calif: Corwin Press, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mallon, Brenda. An introduction to counselling skills for special educational needs. Manchester: Manchester University Press, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Teaching exceptional children. New York: McGraw-Hill, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

(2003), Exceptional Children Conference. Exceptional children conference: The annual training seminar of the PBA Legal Services for Exceptional Children Committee. [Mechanicsburg, PA (5080 Ritter Rd., Mechanicsburg 17055-6903)]: Pennsylvania Bar Institute, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Training of Teachers of exceptional children"

1

Savina, Elena, Caroline Fulton, and Christina Beaton. "Emotional Development of Children." In Training Teachers in Emotional Intelligence, 58–71. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003219774-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Timofeev, Mikhail A., and Elena M. Aleksapolskaya. "Genesis of the Training System for Teachers-Defectologists in Russia: 1918–1920 (Kashchenko’s Moscow Courses)." In Education of Children with Special Needs, 411–17. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13646-7_42.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Post, Phyllis. "Child-Centered Kinder Training for Teachers of Preschool Children Deemed at Risk." In Child-Centered Play Therapy Research, 409–26. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269626.ch23.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Biffi, Elisabetta. "Training Teachers to Prevent Violence Against Children: The First Line Against Family Violence." In The Palgrave Handbook of Education Law for Schools, 519–32. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77751-1_25.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bhavani, Rao R., Srividya Sheshadri, and Laura Aswati Maciuika. "Addressing the First Teachers: Education and Sustainable Development for Children, Families and Communities Through Vocational Education, Technology and Life Skills Training for Women." In Children and Sustainable Development, 319–34. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47130-3_25.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kozloff, Martin A. "Social Exchange and Behavioral Change in Families of Deviant Children: Training Parents as Teachers." In Behavioral Theory in Sociology, 193–238. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781351319201-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Zecca, Luisa. "The Game of Thinking. Interactions Between Children and Robots in Educational Environments." In Makers at School, Educational Robotics and Innovative Learning Environments, 87–94. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_12.

Full text
Abstract:
AbstractEducational robotics (ER) fits into a constructivist perspective that aims to overcome the dichotomy between researchers and practitioners through collaborative research. This sparks reflection on how to develop professional training for teachers. The laboratory is the privileged setting of ER activities. It is an educational space for training and research alike, and is suitable for learning to do, whereby children can handle robots and develop scientific skills. The Laboratory of Robotics for the Cognitive and Social Sciences of the University of Milano-Bicocca, directed by Professor Edoardo Datteri, conducted a series of activities within this framework. Using an ethnographic approach informed by grounded theory, where the teacher acts as a mediator rather than an instructor, the project included: labs in primary schools involving a Lego Mindstorms robot assembled as a small vehicle; labs in lower secondary schools to study the different approaches of teachers; a robot programming activity with preschool children at “Bambini Bicocca.” These research activities give children the opportunity to develop scientific and thinking skills, and show that ER can engage students in metacognitive reflection. Moreover, thanks to a well thought-out laboratory approach, robotics can cut across several educational skills, such as learning to learn, acting autonomously, solving problems. An in-depth study of the interactions between adults, children and robots also plays an important role in advancing the research with new knowledge for action: it sheds light on the problem-solving strategies of students and the behaviors of children and teachers.
APA, Harvard, Vancouver, ISO, and other styles
8

Webster-Stratton, Carolyn, and M. Jamila Reid. "Incredible Years Parents and Teachers Training Series: A Head Start Partnership to Promote Social Competence and Prevent Conduct Problems." In Preventing youth substance abuse: Science-based programs for children and adolescents., 67–88. Washington: American Psychological Association, 2007. http://dx.doi.org/10.1037/11488-003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Arinushkina, Anna A., and Olga A. Mashkina. "Development of the Special Professional Training System for Teachers to Work with Children with Disabilities in China." In Educational Management and Special Educational Needs, 179–89. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-57970-7_16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Parra-Luzuriaga, Karina, Yaroslava Robles-Bykbaev, Vladimir Robles-Bykbaev, and Paúl León-Goméz. "An Interactive Guide Based on Learning Objects to Train Teachers on the Detection and Support of Children with Attention Deficit Hyperactivity Disorder." In Advances in Human Factors in Training, Education, and Learning Sciences, 78–83. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80000-0_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Training of Teachers of exceptional children"

1

Avsheniuk, Nataliia, Nataliya Seminikhyna, and Olena Lutsenko. "English Language Curicculum for Student Teachers Training to Perform in Cultirally Diversified Settings." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.31.

Full text
Abstract:
As Ukraine continues to move toward Europe and the rest of the world, it is crucial that teachers improve their English language competence. Teachers’ language proficiency corresponds with their capacity to provide effective quality education for diverse classrooms to reach global competence. Cultural diversity in the school population is becoming the norm rather than the exception in Ukraine. The recent rise in immigration is accountable for the rapid and significant demographic changes in Ukraine’s school-aged population. The study’s primary objective is to assess student teachers’ perspectives on the objective, content, teaching and learning process, and assessment and evaluation elements of the importance and sufficiency of the English proficiency curriculum implemented at Ukraine’s faculty of education to meet the needs of the culturally diverse school population. The case study design was used as one of the research methods. The study’s participants were 14 student teachers from four different faculties of education at Ukrainian universities. Participants were chosen using a criterion sampling model. The data was collected using an open-ended question form designed by the authors during the spring semester of the 2020–2021 academic year. The data collected was analysed using content analysis. The findings revealed that participants’ attitudes about the objective aspect of the student teachers’ English language curriculum were generally good. On the other side, it was determined that the curriculum was insufficiently tailored to students’ needs, interests, and degrees of English language competence. Furthermore, participants identified insufficient time for activities, a limited selection of classroom activities (case study, collaborative work, discussion), and short course hours as unfavourable features. The implications of the results might help improve the English proficiency curriculum and equip student teachers to work successfully with school children who have a diversity of language and learning difficulties.
APA, Harvard, Vancouver, ISO, and other styles
2

Maliha, Siti, Peter Newcombe, Robyn Gillies, and Frieda Mangunsong. "INTERVENTION STUDY FOR TEACHERS IN INDONESIA TO ENGAGE WITH TWICE-EXCEPTIONAL CHILDREN IN THE CLASSROOM." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0501.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Koumi, Jack. "“Audiovision” for training teachers of nigerian nomadic children." In 2013 IEEE 63rd Annual Conference International Council for Educational Media (ICEM). IEEE, 2013. http://dx.doi.org/10.1109/cicem.2013.6820217.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Mag, Alina Georgeta. "TRAINING TEACHERS TO EMPOWER CHILDREN AND YOUNG PEOPLE. AN INCLUSIVE PERSPECTIVE." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1891.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hrytsai, Nataliia. "Formation Training Of Value Attitude To Nature In Children For Future Teachers." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.48.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

TONU, Valentina. "Teachers′ continuous professional training: quality assurance imperative." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p429-432.

Full text
Abstract:
The contemporary teacher is apt to possess multiple competencies that are correlated with certain commitments in educational policies, as well as anchored in everyday reality. Each of us, the teaching staff, is both an actor and a director of an educational work that seeks its coherence and completeness. The cantonment in an outdated educational paradigm by those who should ensure the continuous training of teachers could reduce their interest in improvement. The educational landscape must be reconsidered, because among other variables and aspects of professional development, attitudes, beliefs and needs, teachers prioritize training needs for the following areas: organization of the teaching process-assessment of children with special needs, teaching using different digital technologies, management of disciplinary and student conduct problems, as well as teaching in multicultural environments. Teachers are aware that it is not the routine approach of the past that will contribute to reducing the problems they face during the instructional-educational process, but a new approach.
APA, Harvard, Vancouver, ISO, and other styles
7

Yudina, Irina, Natalya Abramova, Tatiana Makarova, and Marianna Manasytova. "Training Teachers to Work with Children with Special Needs in North-Eastern Russia." In IFTE 2021 - VII International Forum on Teacher Education. Pensoft Publishers, 2022. http://dx.doi.org/10.3897/ap.5.e1847.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Jursova zacharova, Zlatica, Lenka Sokolova, and Miroslava Lemesova. "ONLINE EDUCATION AND VIDEO TRAINING IN THE TRAINING FOR FOREIGN LANGUAGE TEACHERS." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-119.

Full text
Abstract:
Use of online forums and video in education training are currently in increase and in conjunction with the face-to-face teaching may represent an effective model of education. The paper compared education of two groups of teachers of foreign languages to young children through innovative method of narrative format The Magic Teacher (Taeschner, 2005). The first group (n=48) completed an 18-hour training without additional online support and without video training. The second group (n=24) completed the same training enriched with video analysis and long-term on-line support. Length of the course of the second group was extended to 26 hours and divided into two weekend meetings. 4 months delay between the meetings was introduced, during which the participants used for efficient training through professional video analysis and their own teaching performances. They recorded their teaching performances and subsequently brought the records to the second meeting for a peer analysis. The paper observed differences between subsequent successful application of knowledge from training in practice of working with children and the use of on-line forums to increase professional vision of lecturers. Direct relationship was found between the active use of online forums and identification with the method as well as its subsequent effective implementation in practice. The actual participants evaluated video recordings as very stimulating and necessary, but also added that it had been difficult to create a recording as it often had happened that parents had not agreed with recording, or they had had other technical issues. The on-line work is suitable only for a part of the lecturers and some prefer email communication. The study is a part of project VEGA 1/0562/13 Socio-psychological competences in pregradual teacher training and early teaching career.
APA, Harvard, Vancouver, ISO, and other styles
9

Ilyasov, Dinaf, Vera Makashova, Alla Sevrukova, and Elena Selivanova. "TRAINING TEACHERS TO USE THE METHOD OF CINEMA PEDAGOGICS IN THEIR WORK WITH CHILDREN." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0439.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Biffi, Elisabetta, and Daniela Bianchi. "TEACHER TRAINING FOR THE PREVENTION, REPORTING AND ADDRESSING OF VIOLENCE AGAINST CHILDREN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end015.

Full text
Abstract:
Each year an estimated one billion children (one out of two children worldwide) suffer some form of physical, sexual or psychological violence or neglect (Hillis, Mercy, Amobi, & Kress, 2016). Being a victim of violence in childhood has lifelong impacts on education, health, and well-being. Exposure to violence can lead to poor academic performance due to cognitive, emotional, and social problems (WHO, 2019). The right of the child to freedom from all forms of violence is affirmed by the United Nations Committee on the Rights of the Child, in its General Comment No. 13 (UNCRC, 2011). Moreover, the Sustainable Development Goals contain a clear call to eliminate violence against children, most explicitly in Target 16.2 (UN, 2015). Many efforts have been made globally to achieve these goals. Schools have been identified as one of the crucial contexts for conducting violence prevention efforts. They offer an important space where children, teachers and educators can learn and adopt pro-social behaviors that can contribute to preventing violence (WHO, et al., 2016). Teachers can play a key role, helping to build a “violence-free world” (UNESCO, WHO, UNICEF, End Violence Against Children, 2020), both by promoting positive relationships and by identifying signs of violence early. In fact, while international strategies provide a necessary framework for the promotion and protection of children's rights, it is the people who can make a difference in the prevention and detection of violence against children (Biffi, 2018). Based on these premises, the paper will focus on how teacher training can help prevent, report and address violence against children. Teachers are often not trained on this: some of them know the contents, but have doubts about how to deal with certain situations. Teachers should learn what to do with students who have gone through a traumatic experience because children choose someone who can see and recognize them (Miller, 1979, En. transl. 1995; Miller, 1980, En. transl. 1983). To be able to really recognize the child, a training course with teachers is necessary, to raise awareness and help them see the signals that children send (The Alliance for Child Protection in Humanitarian Action, End Violence Against Children, UNICEF, WHO, 2020). This paper, through literature and presentation of a training course with teachers in Italy, will offer a pedagogical reflection on teacher training in the prevention, reporting and addressing of violence against children, in order to start building a common shared strategy.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Training of Teachers of exceptional children"

1

Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

Full text
Abstract:
Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
APA, Harvard, Vancouver, ISO, and other styles
2

Kolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, February 2022. http://dx.doi.org/10.12731/er0532.03022022.

Full text
Abstract:
The textbook emphasizes the relevance of the problem of the socio-communicative development of children of older preschool age. The manual consists of two chapters: the first chapter reveals general approaches and features of using elements of fairy-tale therapy in working with children of older preschool age to form their socio-personal competencies, describes the features of perceptions of preschool-age children when reading tales into their hearing, and also reveals the use of elements of fairy-tale therapy in pedagogical measures for the socio-communicative and speech development of older preschool children. The second chapter is devoted to the description of the most effective methods that make it possible to determine the degree of assimilation of the child's socio-personal competencies and the level of effectiveness of pedagogical influence aimed at communication and interaction between the children of the group. Practical materials are presented in the form of therapeutic tales that can be used by teachers of preschool educational organizations in corrective and developmental work on the socio-communicative development of older preschool children. The educational and methodological manual is addressed to teachers of preschool educational organizations, can be used in the system of further training in educational programs "Pedagogical activities in the context of the implementation of GEF preschool education," "Modern educational technologies in the context of the implementation of GEF preschool education."
APA, Harvard, Vancouver, ISO, and other styles
3

Petrie, Christopher, Clara García-Millán, and María Mercedes Mateo-Berganza Díaz. Spotlight: 21st Century Skills in Latin America and the Caribbean. Inter-American Development Bank, June 2021. http://dx.doi.org/10.18235/0003343.

Full text
Abstract:
There is a wealth of conversation around the world today on the future of the workplace and the skills required for children to thrive in that future. Without certain core abilities, even extreme knowledge or job-specific skills will not be worth much in the long run. To address these issues, the Inter-American Development Bank (IDB) and HundrED conducted this Spotlight project with the goal of identifying and researching leading innovations that focus on 21st Century Skills in Latin America and the Caribbean. The Spotlight program was supported by J.P. Morgan. The purpose of this project is to shine a spotlight, and make globally visible, leading education innovations from Latin America and the Caribbean doing exceptional work on developing 21st Century Skills for all students, teachers, and leaders in schools today. The main aims of this Spotlight are to: Discover the leading innovations cultivating 21st century skills in students globally; understand how schools or organizations can implement these innovations; gain insight into any required social or economic conditions for these innovations to be effectively introduced into a learning context; celebrate and broadcast these innovations to help them spread to new countries. All the findings of the Spotlight in 21st Century Skills are included in this report.
APA, Harvard, Vancouver, ISO, and other styles
4

Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4636.

Full text
Abstract:
The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
APA, Harvard, Vancouver, ISO, and other styles
5

Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova, and Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3266.

Full text
Abstract:
Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Interactive tools and apps provide real task variability, uniqueness of exercises, operative assessment of correction, adjustment of task difficulty, a shade of competitiveness and gaming to the exercises. To create their own apps teachers-to be use the tools that are the part of the integrated Microsoft Office package using designing environments, and other simple and convenient programs. The article presents experimental data about the results of training teachers-to-be to create apps. A set of criteria for creation apps was made and checked at the experimental research such as ability to develop apps, knowledge and understanding the functional capabilities of apps, knowledge of tools for creating apps and their functional capabilities, ability to select and formulate tasks for young learners, ability to assess adequately the quality of the developed apps.
APA, Harvard, Vancouver, ISO, and other styles
6

Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

Full text
Abstract:
An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.
APA, Harvard, Vancouver, ISO, and other styles
7

Bano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.

Full text
Abstract:
Although low-income parents’ dependence on low-fee private schools has been actively documented in the past decade, existing research and policy discussions have failed to recognise their heavy reliance on low-fee tuition providers in order to ensure that their children complete the primary cycle. By mapping a vibrant supply of low-fee tuition providers in two neighbourhoods in the twin cities of Rawalpindi and Islamabad in Pakistan, this paper argues for understanding the supply-side dynamics of this segment of the education market with the aim of designing better-informed policies, making better use of public spending on supporting private-sector players to reach the poor. Contrary to what is assumed in studies of the private tuition market, the low-fee tuition providers offering services in the Pakistani urban neighbourhoods are not teachers in government schools trying to make extra money by offering afternoon tutorial to children from their schools. Working from their homes, the tutors featured in this paper are mostly women who often have no formal teacher training but are imaginative in their use of a diverse set of teaching techniques to ensure that children from low-income households who cannot get support for education at home cope with their daily homework assignments and pass the annual exams to transition to the next grade. These tutors were motivated to offer tuition by a combination of factors ranging from the need to earn a living, a desire to stay productively engaged, and for some a commitment to help poor children. Arguing that parents expect them to take full responsibility for their children’s educational attainment, these providers view the poor quality of education in schools, the weak maternal involvement in children’s education, and changing cultural norms, whereby children no longer respect authority, as being key to explaining the prevailing low educational levels. The paper presents evidence that the private tuition providers, who may be viewed as education entrepreneurs, have the potential to be used by the state and development agencies to provide better quality education to children from low-income families.
APA, Harvard, Vancouver, ISO, and other styles
8

VEDESHKINA, NATALIA A., and VALENTINA A. MAXIMENKO. COMPUTER GAME "THE WAY TO A SECURE INTERNET". SIB-Expertise, November 2023. http://dx.doi.org/10.12731/er0743.18112023.

Full text
Abstract:
The computer game "The Way to a secure Internet" was created by teachers of the MDOU "D/ s № 73" of Magnitogorsk on the cross-platform environment for the development of Unity computer programs. The game is aimed at older preschool children. It is aimed at the formation of life skills of students in the information society in order to ensure the information security of children. The main educational material is the selection of rules for safe behavior when using the Internet information network by students, taking into account the peculiarities of children's perception of information. The plot of the game situation and the algorithm of sequential actions of the user in order to move from one level to another suggest the following stages of the educational course and, accordingly, game tasks for the player: get and assimilate information about the dangers on the Internet, listen (read) the rule about safe behavior on the Internet, get acquainted with the game situation, choose the right solution, applying the rule about safe behavior on the Internet. The introductory information contains options for dangerous situations in which a child may find himself in the real world with incorrect communication on the Internet. The information included in the training information introduces preschoolers to the rules of safe behavior on the Internet. The control of the assimilation of educational material is presented at the game level of solving a problem situation. When choosing an answer, the game reality is realized in one of two directions: the correct answer - the training material is learned – the player moves to the next level; the wrong answer – the training material is not learned – the player returns to the level of familiarity with the rule. The system of criteria for evaluating user behavior during the implementation of an interactive game is expressed in the accumulation of bonuses (presented in the form of stars that appear on the playing field in the process of solving game problems).
APA, Harvard, Vancouver, ISO, and other styles
9

Bano, Masooda. In Need of Fresh Thinking: What Pratham’s Experience of Mobilising Communities Says about Current Development Thinking about Community Participation in Education. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/100.

Full text
Abstract:
For more than two decades, the international development community has advocated that establishing school-based management committees to involve communities to monitor and hold teachers, principals, and district government officials accountable would improve state schooling in developing countries; yet the evidence to sustain this claim to date remains questionable. Considering the case of Pratham, the largest education NGO in India, which is widely recognised as having developed a successful model to improve learning outcomes among children in state schools and is known for doing it through active community engagement, this paper questions whether the current development thinking on best modes of engaging communities to improve learning outcomes in state schools needs fresh thinking. The paper questions the validity of the two central assumptions underpinning the school-based management model: that better-informed communities will become involved in education activities with some mobilisation and training; and that engaged communities will be able to hold to account front-line state officials, starting with teachers and principals and moving on to the district government officials. Pratham’s experience shows that dissemination of information about benefits of education does not automatically result in community engagement; instead, people are motivated to become involved on the basis of individual-based incentives. Equally, it shows that for a community to influence the actions of front-line staff, it is important to develop a co-operative and supportive relationship, instead of focusing on accountability. Pratham’s experience thus shows that there is much scope for fresh thinking within the international development community on how to engage communities in developing countries in improving learning outcomes in state schools.
APA, Harvard, Vancouver, ISO, and other styles
10

EDUCATIONAL AND METHODICAL MANUAL "DEVELOPMENT OF MOTOR ACTIVITY IN CHILDREN 2-3 YEARS OLD IN THE ROUTE GAME "TOURIST PATH". SIB-Expertise, December 2023. http://dx.doi.org/10.12731/er0748.04122023.

Full text
Abstract:
The manual is addressed to teachers of preschool education, specialists, physical education instructors of preschool and additional education institutions. It is relevant for students of the training direction 44.03.02 "Psychological and pedagogical education", 44.03.05 "Pedagogical education" of full-time and part-time education during the study of the disciplines "Theory and technology of physical education and development of children of early and preschool age", "Physical culture of children in the aspect of continuing education", "Workshop on gaming technologies", "Workshop on the educational field of "Physical development". It will satisfy the requirements of teachers of preschool educational institutions in the systematization of planning of specially organized motor activity with young children based on the route game "Tourist path", taking into account the intensity, the theme of the week, the stages of mastering the basic movements of children
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Training of Teachers of exceptional children' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography