By Festus E. Obiakor, Jeffrey P. Bakken, Anthony F. Rotatori
"This is the second one of 2 themed volumes addressing present concerns and tendencies in specific schooling. quantity 20 covers learn, know-how, and instructor guidance when quantity 19 coated id, evaluation and guideline. the sector of specific schooling continuously alterations due to laws, new educational codecs and present learn investigations. it may be tough for common and distinct educators, tuition counselors and psychologists, directors and working towards clinicians to maintain with those alterations and be present in all parts with regards to detailed schooling. The specified schooling literature wisdom base may still mirror those adjustments; despite the fact that, there isn't any present source that successfully and comprehensively does this. the aim of "Current concerns and tendencies in particular schooling" is to fill this void, delivering chapters written via energetic researchers and practitioners of their respective components.
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Additional info for Current Issues and Trends in Special Education: Research, Technology, and Teacher Preparation (Advances in Special Education, Vol. 20)
Importantly, Klassen and Lynch provided guidelines to support adolescents with LD in inclusive settings, based on voices of adolescents themselves. Stoner, Angell, House, and Goins (2006a) conducted semi-structured interviews with 12 adults with physical disabilities to ascertain their perspective on self-determination. Using a grounded theory approach, the interviews were coded line-by-line, themes were developed, and conﬁrmability was achieved through triangulation, respondent validation, and member checking.
Exceptional Children, 71(2), 181–194. Todman, J. , & Dugard, P. (2001). Single-case and small-n experimental designs: A practical guide to randomization tests. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. S. Department of Education. ). , Yell, M. , & Bradley, R. (2004). Experimental research designs in the study of children and youth with emotional and behavioral disorders. In: R. B. Rutherford, M. M. Quinn & S. R. Mathur (Eds), Handbook of research in emotional and behavioral disorders (pp.
2005, p. 268). The authors stated that the best co-teaching cases were built on mutual respect and trust, with each teacher valuing the other’s expertise. Findings from this qualitative study are informative and could certainly be used to form effective co-teaching teams. If administrators understand the need to pair teachers who are compatible, who have knowledge in the content area, and who have the opportunity and time to provide supplemental activities to the content, co-teaching can beneﬁt all stakeholders, students, and teachers, in the classroom.