Preparing Teachers to Educate Students with Learning Disabilities

Autor/inn/en	Gottfried, Michael A.; Kirksey, J. Jacob
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	Preparing Teachers to Educate Students with Learning Disabilities
Quelle	(2020), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Students with Disabilities; Learning Disabilities; Inclusion; Teacher Competencies; Teacher Education Programs; Teaching Skills; Preservice Teacher Education; Readiness; Preservice Teachers; Student Attitudes; Program Effectiveness; Courses; Field Experience Programs; Teacher Certification; Licensing Examinations (Professions); Student Characteristics; Team Teaching; Teacher Collaboration; Regular and Special Education Relationship; Individualized Education Programs; Teaching Methods; Elementary Secondary Education; California + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Inklusion; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Kursangebot; Praxisnahes Lernen; Teamteaching; Lehrerkooperation; Individualized education program; Individualisierendes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Kalifornien
Abstract	Students with learning disabilities are spending more time in general education classrooms than at any point in history, yet there remain concerns whether general education teachers are receiving adequate preparation to support these students. Considering the rapid adoption of new accountability measures of teacher preparation programs (TPPs), including teaching performance assessments (e.g. edTPA), there is little understanding of what components of teacher preparation relate to teachers' perceptions of readiness to educate students with learning disabilities in inclusive classrooms. Drawing on findings from two studies that examined survey responses from graduating preservice teachers in the University of California's TPPs, we outline which components of preservice preparation associated with perceived readiness to educate students with learning disabilities. We discuss recommendations for policymakers and teacher educators. [The California Teacher Education Research and Improvement Network supported both studies detailed in this report.] (As Provided).
Anmerkungen	Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01