Teacher Preparation in Communication Instruction for Students With Extensive Support Needs

Pennington, Robert C.; Walker, Virginia L.; Tapp, Melissa C.

doi:10.1177/0888406420978606

Cited by 18 publications

(23 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Ahmad, A. R., & Farley (2013) added that the current supervision is no longer aimed at merely checking or evaluating the teachers' performance, but rather leads to technical guidance which in turn leads to continuous teacher development. This is a form of guidance for teachers, including teachers for special education, to improve their teaching skills through various methods such as class visits, workshops, seminars, and training that help fulfill the teachers' needs (Pennington et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Development of an Instrument for Teachersâ€™ Attitudes towards Academic Supervision performed by Supervisors in Schools of Special Education

Pristiwaluyo

Syamsuddin

2021

j. of. sci. technol.

View full text Add to dashboard Cite

This study aims to develop an instrument for teachers’ attitudes toward academic supervision performed by supervisors in special education. This is an instrument development study working under the modified six-step development framework introduced by Djaali and Sumadi. The validity of the study was examined by two experts in measurements. The instrument was tested on 94 teachers in schools of special education in South Sulawesi. The validity and reliability were estimated using the confirmatory factor analysis by Lisrel program. The instrument produced from this attempt were 44 questions in a form of likert scale; the validity was 0.90 and the reliability was 0.96, and it was done under a tridimensional structure (i.e., monitoring, assessment, and coaching). The dimension of monitoring measured the execution of eight education standards observed by school supervisors. The dimension of assessment measured the performance of supervisors during a class supervision that was taught by a teacher of special education. The dimension of coaching measured the supervisors’ performance in giving motivation, delivering training, and providing feedback for teachers of special education. It was done in order to make the teachers more professional and independent in completing their tasks and responsibilities as teachers for special education. Therefore, the instrument produced from this research is expected to be able to describe the teachers’ attitudes toward academic supervision performed by the school supervisors.

show abstract

Section: Discussionmentioning

confidence: 99%

Development of an Instrument for Teachersâ€™ Attitudes towards Academic Supervision performed by Supervisors in Schools of Special Education

Pristiwaluyo

Syamsuddin

2021

j. of. sci. technol.

View full text Add to dashboard Cite

show abstract

“…This media provides an opportunity for users to share layers directly from the software and make online videos so that teachers and students can make live video shows [26]. Online learning of the content aspect can use email too.…”

Section: Technologymentioning

confidence: 99%

Student Interaction, Teacher Competence, and Technology in Online Learning: Does it Create a Meaningful Learning?

gultom¹,

Suhartini²

2021

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

Online learning during the Covid-19 pandemic certainly has a changed learning environment than previous learning. Previous learning activities before the pandemic occurred allowed face to face interaction. The form of the role of student-teacher interactions in delivering online learning is the topic of focus in this article. Teacher competence is a variable that cannot be separated from any learning and mastery of software application technology to support learning activities. The electronic learning program as a medium must be able to adapt to the current pandemic conditions. It influences on how deep online learning is carried out so that full meaningful learning is realized. Technology, which includes devices, internet quotas and signals, has become a strong criticism of the unpreparedness of these educational service providers to facilitate online learning.

show abstract

“…Communication skills are essential to enjoying a self-determined life, as they are required to access a range of learning opportunities, develop meaningful relationships, and control one’s exposure to preferred and nonpreferred experiences (Pennington et al, 2021). Students with extensive support needs (ESN) often have difficulty acquiring these indispensable skills.…”

mentioning

confidence: 99%

“…Pennington et al (2021) suggested several potential barriers to teachers’ provision of communication support for students with ESN, including the potential abdication of instructional responsibility to related services providers (e.g., speech language pathologists [SLPs]); limited access to technical assistance and support for implementing augmentative and alternative communication (AAC) systems; and practical barriers related to collaboration, staff turnover, and lack of administrative support. They also suggested that teachers might have inadequate preparation in communication programming.…”

mentioning

confidence: 99%

“…Findings from Pennington et al (2021) are troubling, especially in light of calls for teacher preparation in communication instruction (Peckham-Hardin et al, 2018; Ruppar et al, 2018), as they indicate great disparities in teacher training likely to impact students with ESN. Unfortunately, these findings provided limited insight into the nature of the issue as they reflected only the perspectives of faculty members.…”

mentioning

confidence: 99%

See 1 more Smart Citation

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

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Teacher Preparation in Communication Instruction for Students With Extensive Support Needs

Cited by 18 publications

References 33 publications

Development of an Instrument for Teachersâ€™ Attitudes towards Academic Supervision performed by Supervisors in Schools of Special Education

Development of an Instrument for Teachersâ€™ Attitudes towards Academic Supervision performed by Supervisors in Schools of Special Education

Student Interaction, Teacher Competence, and Technology in Online Learning: Does it Create a Meaningful Learning?

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

Contact Info

Product

Resources

About