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What every special education teacher needs to know to survive and thrive A Survival Guide for New Special Educators provides relevant, practical information for new special education teachers across a broad range of topic areas. Drawing on the latest research on special educator effectiveness and retention, this comprehensive, go-to resource addresses the most pressing needs of novice instructors, resource teachers, and inclusion specialists. Offers research-based, classroom-tested strategies for working with a variety of special needs students Covers everything from preparing for the new school year to behavior management, customizing curriculum, creating effective IEPs, and more Billingsley and Brownell are noted experts in special educator training and support This highly practical book is filled with checklists, forms, and tools that special educators can use every day to help ensure that all special needs students get the rich, rewarding education they deserve.
This book offers practical guidance on such topics as roles and responsibilities, school environment and culture, classroom organization and management, collaboration with other professionals, and individual professional development.
The purpose of the Handbook of Special Education is to help profile and bring greater clarity to the already sprawling and continuously expanding field of special education. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. The second edition has been fully updated throughout to take into account recent changes to federal laws as well as the most current academic research, and an entirely new section has been added on research methods in special education.
Improve teacher retention by understanding and supporting the work of special education teachers! Are you concerned about special education teacher attrition? Do you wonder about how to meet the demand for highly qualified special educators? This book highlights the problems that drive many special educators out of teaching and outlines practical recommendations that leaders can use to increase retention. Drawing on field experience as well as research findings, Billingsley provides a comprehensive framework for supporting special educators. Cultivating and Keeping Committed Special Education Teachers provides effective ways to: Recruit and hire qualified special educators Provide responsive induction programs for new teachers Design effective professional development opportunities Create inclusive and collaborative schools Provide reasonable work assignments and reduce paperwork Promote wellness by reducing stress This book emphasizes the important role that principals play in supporting special educators and how they can make a difference in what special educators accomplish in their schools. Numerous assessments, tools, and resources are included to help leaders, mentors, and teachers improve the conditions of special education teaching.
Research indicates a national shortage of special education teachers in schools across America. The long-standing challenge in the area of special education teacher retention and attrition continues to be a serious threat to our educational system. Researchers and policy makers have expressed concern over the shortage of special education teachers. This shortage has been chronic since the late 1980s and has continued to increase. Incentives have been offered to retain special educators, but many of these offers have been unsuccessful. This study attempted to determine factors that contribute to a special education teacher's decition to exit the classroom within the Region 1 area of Kansas during the 2004-05 and 2005-06 school years. The study additionally sought to compare the ratings of the factor importance of the decision to leave the classroom among the five teaching groups clustered by years of experience (0-5, 6-10, 11-15, 16-20, and 20 plus). Region 1 consisted of nine school districts in northeastern Kansas, near the Kansas City metropolitan area. A survey was mailed to 227 Region 1 special education teachers who had left their teaching assignments during the 2004-05 and 2005-06 school years. The respondents were asked to complete a survey that offered fifteen potential factors contributing to their exit from the classroom. One hundred surveys were returned. The results of this study indicated that paperwork and administrative support were two statistically significant factors that contributed to a special education teacher's decision to leave the classroom. Another factor, parental demands, did not show a significant difference from the one-sample t test, although it can be stated as a strong factor contributing to the decision to leave the classroom. The study also indicated that the factor "lack of certification requirements" was found to have a significant difference among the mean ratings of the experienced teaching groups, with two marginally significant differences between special education teachers with 0-5 years of experience and those with 11-15 years of experience.
As a teacher, Jim Yerman has "lived with autism" for over thirty years. In many ways, his students have become part of his family. And, as with a family, he has learned to laugh and find humor in the absurdity of everyday situations, for they certainly exist! This book chronicles some of those situations. Most of them are humorous, some are sad, and a few are downright surreal. But they're all real, refreshing, and honest experiences about autism. Each student and each story has important lessons infused. Ride through Jim's teaching history from Ohio to Florida, from working in an integrated university school, into a center for only special-needs students and back to a regular middle and high school. You're in for a wild ride!
Aimed at parents of and advocates for special needs children, explains how to develop a relationship with a school, monitor a child's progress, understand relevant legislation, and document correspondence and conversations.
This field-tested guide provides everything you need to effectively support and mentor your special education teachers, increase their job satisfaction, and keep your retention rates high!
Compilations of research on teacher preparation often include no more than a cursory mention of the specific roles and needs of special education teachers. Although the work that special education teachers perform does indeed differ from the work of classroom teachers, teacher preparation in the two fields has much in common. The purpose of this seven-part handbook is to expand our knowledge of teacher education broadly by providing an in-depth look at the most up-to-date research on special education teacher preparation. Opening chapters ground the collection in political and economic context, while subsequent sections delve deeply into issues related to the current state of our special education workforce and offer insights into how to best prepare and sustain that workforce. Ultimately, by illuminating the particularities of special education teacher preparation, this landmark handbook addresses the state of current research in the field and sets an agenda for future scholarship.
Special education teachers, as a significant segment of the teaching profession, came into their own with the passage of Public Law 94-142, the Education for All Handicapped Children Act, in 1975. Since then, although the number of special education teachers has grown substantially it has not kept pace with the demand for their services and expertise. The roles and practice of special education teachers have continuously evolved as the complexity of struggling learners unfolded, along with the quest for how best to serve and improve outcomes for this diverse group of students. High-Leverage Practices in Special Education defines the activities that all special educators needed to be able to use in their classrooms, from Day One. HLPs are organized around four aspects of practice collaboration, assessment, social/emotional/behavioral practices, and instruction because special education teachers enact practices in these areas in integrated and reciprocal ways. The HLP Writing Team is a collaborative effort of the Council for Exceptional Children, its Teacher Education Division, and the CEEDAR Center; its members include practitioners, scholars, researchers, teacher preparation faculty, and education advocates--Amazon.com