Item
A Service Learning Model for Special Education Teacher Preparation in Secondary Transition Programming
Metadados
Título
A Service Learning Model for Special Education Teacher Preparation in Secondary Transition Programming
Descrição
Career Development and Transition for Exceptional Individuals. - © Hammill Institute on Disabilities
Autor
Michael E. May, PhD1, Jonathan Chitiyo, PhD2, Theresa Goodin, MEd3, Angie Mausey, BS3, and Crystal Swan-Gravatt, MEd3
Língua
Ano que foi publicado
2017
País de Origem
Tipo de pesquisa
Metodologia
The current article describes the evaluation of a service-based learning model as part of a special education course focused on secondary programming for students with disabilities. A total of 42 preservice teachers and 21 high school juniors and seniors with disabilities actively participated in the service learning project at a local high school. Preservice teachers conducted a transition assessment, developed and implemented lesson plans for postsecondary skill development with a high school student, presented their results to local high school personnel, and completed a self-assessment of their level of confidence in transition education for secondary students.
Amostra
A total of 42 preservice teachers (30 females, 12 males) in the special education program partici pated in the project. The preservice teachers reported being enrolled in the teacher preparation program between 6 months and 4 years (M = 1.6 years) and ranged from 20 to 40 years of age (M = 26 years). They also possessed a range of experiences working with people with disabilities, including practica (85%), tutoring (52%), and paraprofes sional responsibilities (24%). Overall, the preservice teach ers reported working with people with disabilities from 6 months to 15 years (M = 2.3 years). None reported having any exposure to transition-related planning or education before taking the course. High school students. The class met in a classroom at a local public high school. Approximately 17% of the students enrolled at the high school received special education ser vices, which was higher than the 14% state average. Twenty-one high school juniors and seniors actively partici pated in the service learning by assuming a primary role intheir transition planning. These students volunteered based on schedule availability. Of these students, 48% were diag nosed with a specific learning disability, 19% with atten tion-deficit/hyperactivity disorder, 14% with autism, 10% with an emotional behavior disorder, and 10% with intel lectual disability. The average age of the students was 18 years of age (range = 17–21 years). Males represented 57% of the participating students. Fifty-two percent of the stu dents were African American, and the remaining 48% were Caucasian. Only one student received more than 40% of special education and related services in a self-contained classroom. High school personnel. The liaison was appointed by the Director of Student Services at the high school to serve as the primary contact for scheduling and supervision. The liaison possessed two master’s degrees, in educational administration and communication disorders, and served as the school’s Title I director and Response to Intervention (RtI) coordinator. The liaison scheduled a transition class period for the high school students who wanted to partici pate in the project. A special education teacher also collabo rated with the project, and held a bachelor’s degree in special education. The liaison and special education teacher also agreed to serve as expert evaluators (for inter-observer agreement [IOA]) of preservice teacher lesson plans and the clinical presentation described below. Both inservice per sonnel possessed over 10 years of teaching experience with high school students with disabilities.
Método de Pesquisa
Prior to the first class meeting, the high school liaison and the course instructor randomly paired a high school student with a preservice teacher. The preservice teachers received a copy of the course syllabus, the student’s redacted indi vidualized education plan (IEP), confidentiality instructions protecting student privacy, and procedures pertaining to ser vice requirements in public school settings. Preservice teachers attended class at the high school. During the first hour of instruction, a new component was introduced related to student-directed learning strategies, self-determi nation, and lesson planning to teach high school students skills in the areas of postsecondary education, employment, and independent living. After the first hour of instruction each week, the preservice teachers worked with their assigned high school student for 2 hr. Below is a description of the course activities organized by content knowledge and service learning.
Principais Descobertas
Overall, preservice teachers reported confidence in transition planning and in designing and delivering instructional opportunities based on assessment of high school students’ transition needs. Moreover, the preservice teachers met the course learning standards by working directly with high school students.
Comentário Avaliativo
. Furthermore, the project provided a creative way of offering transition-related instruction to high school students.