National survey describing and quantifying students with communication needs

Andzik, Natalie R.; Schaefer, John M.; Nichols, R.T.; Chung, Yoon Do

doi:10.1080/17518423.2017.1339133

Cited by 31 publications

(8 citation statements)

References 18 publications

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“…Students with ESN include the population of students who receive special education services under the eligibility categories of intellectual disability, autism, and multiple disabilities and, due to their pervasive and significant support needs, are often eligible to take their state’s alternate assessment (Taub et al, 2017). Many of these students present with complex communication needs (Andzik et al, 2018), requiring intensive intervention and carefully planned environmental supports, and unfortunately, some graduate from school with no conventional form of communication with which to navigate their adult lives (Kearns et al, 2011).…”

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confidence: 99%

Teacher Preparation in Communication Instruction for Students With Extensive Support Needs

Pennington

Walker

Tapp

2020

Teacher Education and Special Education

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In this investigation, we surveyed 51 faculty members who were involved in teacher preparation programs in the area of extensive support needs (ESN) across a range of institutions of higher education. We asked participants to respond to questions related to the quality and quantity of program content focused on communication instruction and supports for students with ESN. Overall, findings indicated variability in the quality and quantity of teacher preparation–related communication instruction. In addition, participants described barriers related to teacher preparation in this area.

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confidence: 99%

Teacher Preparation in Communication Instruction for Students With Extensive Support Needs

Pennington

Walker

Tapp

2020

Teacher Education and Special Education

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“…In the classroom, the teacher used the national language properly and correctly so that the learning messages can be understood by all students even though they have different cultural and linguistic backgrounds and different levels of cognitive development. They could understand the messages deeply through communication conducted by the teacher [14][15][16][17].…”

Section: Resultsmentioning

confidence: 99%

Teacher’s Performance in Lesson Study through Experimental Method of the Lesson on Science Subject

Bungai¹,

Debora²,

Haryono³

2019

Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018)

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The implementation of lesson study in improving the teachers' performance was conducted at Junior High School I in the Katingan state. The research was carried out on the science subject with the basic competency of describing elements, compounds, and solution. The activities of the teaching lesson study consist of Plan-Do-See stages. The Plan activities were carried out by planning the learning activities done by the modelling teacher and eight observers. They are preparing the lesson plan using experiments, arranging the learning scenarios, formulating the observation sheets for the teacher's performance using experimental method and developing the evaluation forms. The do activities were carried out by reflecting on the teacher's performance in the lesson study with the experimental method. The learning activities were observed by eight observers analyzed using qualitative descriptive. The result showed that the teacher's performance in lesson study through experimental method on the lesson were good category of the opening the lessons, explaining the materials, explaining the experiment steps, guiding the experimental activities, guiding the group presentation evaluating the learning process. The excellent category was finding in the communicating with students and observing the students' learning activities.

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“…Researchers have shown that some students with ESN receive fewer opportunities to respond and are not provided with communication supports during instruction (Kurth et al, 2016). This lack of opportunity to acquire communication skills during school is likely a major contributor to the limited communicative proficiency in many students with ESN (Andzik et al, 2018).…”

mentioning

confidence: 99%

Preservice Teachers’ Preparation in Communication Instruction for Students with Extensive Support Needs

Walker

Pennington

Andzik

et al. 2022

Research and Practice for Persons with Severe Disabilities

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Many students with extensive support needs (ESN) benefit from specific instruction as well as a range of communication supports to develop effective communication repertoires and fully participate in their educational experience. Although evidence-based practices and supports addressing the communication needs of students with ESN have been identified, there remain concerns about whether preservice special education teachers have been adequately prepared to implement them. The purpose of this study was to explore the perceptions of preservice special education teachers related to their preparation in communication instruction for students with ESN. Participants reported varying levels of preparedness and a range of experiences in terms of the quantity and content of coursework and opportunities to apply knowledge and skills within their programs. We present implications for future research directions and teacher preparation programs.

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National survey describing and quantifying students with communication needs

Cited by 31 publications

References 18 publications

Teacher Preparation in Communication Instruction for Students With Extensive Support Needs

Teacher Preparation in Communication Instruction for Students With Extensive Support Needs

Teacher’s Performance in Lesson Study through Experimental Method of the Lesson on Science Subject

Preservice Teachers’ Preparation in Communication Instruction for Students with Extensive Support Needs

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