Experienced Early Childhood (EC) coaches whose interactions with teachers were recorded across a period of two years showed a range of coaching behaviors that were consistent with those that have been established as key practices in the existing literature. Analyses of these conversations revealed six predominant themes in the work and beliefs of experienced EC coaches.
The importance of relationships, and in particular those in school settings, is a theme that has begun to come to the forefront in the past year due to the COVID-19 pandemic. Cataudella et al. (2021) from the University of Cagliari in Italy investigated how the pandemic has affected teachers’ self-esteem and self-efficacy while trying to maintain meaningful relationships with their students.
Teacher candidates’ perceptions of individuals with disabilities can be positively and significantly altered when exposed to special education content and embedded reflective practice.
Over the past decade, we’ve seen a general increase in science, technology, engineering, the arts, and mathematics (STEAM) education as well as making it more inclusive by supporting students with learning disabilities (LD) and/or emotional behavioral disorder (EBD). There are a number of tools and resources available for teachers for maximizing remote instruction to make sure that all students are given equitable opportunities in STEAM education.
The process of identifying reading disabilities and the interpretation of data around the identification of reading disabilities can be inconsistent and conflicting, as they will depend on who is in charge of the process and their training. Since there is considerable variation in the process of identifying reading disabilities, learning support teachers need to not only use current evidence-based and comprehensive assessments to identify and diagnose reading disabilities in a timely manner, but they also need to administer the appropriate interventions for learners to achieve educational success.
Tiered prevention models to promote student learning outcomes have been evidenced to support educator well-being with teachers demonstrating self-efficacy and reduced levels of burnout relative to national norms. This suggests that the implementation of tiered systems could facilitate greater teacher efficacy and well-being as they feel more capable of meeting the educational needs of a diverse range of learners.
Culturally responsive parent advocacy programs, like FIRME, are necessary elements of any special education program. If parents aren’t informed, empowered, and prepared to advocate for their child’s rights, then the entire system suffers. School personnel lose a powerful partner and children miss out on the inclusion of the people who know their strengths and needs best.
The current diagnostic system for learning disabilities is not accurate enough to allow for all children to receive support when they are experiencing challenges in academic skills across the curriculum.
More students with disabilities (SWD) are attending college today than ever before; yet, limitations of the current research base preclude the identification of evidence-based predictors of college success for SWD. However, several studies present promising evidence to influence post-secondary outcomes through the development of student-centered skills (i.e., learning and study strategies and self-advocacy).
The transition from high school to college presents significant challenges for students with ADHD given the reliance on strong executive functioning skills for successful academic performance and independent daily living. However, providing opportunities to develop in key areas such as self-determination prior to graduation from high school, both within educational and home environments, can help to improve college readiness for students with (and without) ADHD.
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