Phyllis Jones

A Framework for Planning Technology Used in Teacher Education Programs That Serve Rural Communities

This article presents a planning framework for instructors to reflect upon in their decision making and implementation process of technology use. Detailed components include consideration of factors relating to: (a) context, (b) student, (c) instructor, (d) technology, (e) access, (f) knowledge and content, and (g) the important skill and craft of connecting theory to practice. Developing innovative use of technologies may assist in meeting the demand for highly qualified teachers in the area of low-incidence disabilities. Teacher educators must utilize a deliberative, thoughtful process before engaging in the actual development of online courses and this article offers a strategy that will help promote this process.

Teachers' views of their pupils with profound and multiple learning difficulties

This paper explores the perceptions of a small group of teachers of pupils with profound and multiple learning disabilities (PMLD) in north‐eastern England. The focus of the paper is their views of their pupils who have PMLD. A total of 14 teachers were interviewed, both individually and in small groups over a four‐year period. This paper stems from the individual interviews, which were validated at the group interview stage. Through the interviews we hear how neurological, developmental and co‐existence issues help shape teachers’ views of their pupils. Thirty years ago this group of pupils received their education from the Department of Health; today they are in schools and we hear the teachers in this project reflect on their students’ learning needs in positive and professional ways. What emerges through this research is the need for teacher educators to support professional development experiences that enable teachers to integrate the distinct perspectives of parents and the more contemporary theories of disability into their understandings of this group of learners. In this way, teachers of pupils with PMLD would build upon their professional knowledge base to include wider parental and societal perspectives.

Promoting Community for Online Learners in Special Education.

Abstract This study examined the sense of community in an online course for special education teachers enrolled in a master’s program. The sense of community in an online environment may contribute to students’ success and satisfaction (Knapczyk, Chapman, Rodes, & Chung, 2001). This article provides an example of a process for online community development and implementation that may foster a sense of community among learners, a tool that can be used to measure sense of community and insights from students who responded to this tool. Analysis of survey results from two cohorts of students who completed two sections of an online course in special education shows that the level of community they experienced was “just about right.” This study highlights themes generated that include (a) favored course components (Elluminate sessions, learner-centered activities, and course convenience), (b) factors contributing to sense of community (communication, safe environment, supportive instructor, and opportunities to network across the group), and (c) problematic course components (technical issues and general dislike of online learning format).

My peers have also been an inspiration for me: developing online learning opportunities to support teacher engagement with inclusive pedagogy for students with severe/profound intellectual developmental disabilities

This article explores how an online course was received by a group of teachers who teach students with severe/profound intellectual developmental disabilities. The intent of the course was to engage teachers in conversations, activities and reflections that support the development of curriculum and instruction in a least restrictive environment. Twelve teachers enrolled in the course and 10 teachers completed an open‐ended survey about different aspects of the course design. The results of the surveys are discussed in the light of research on effective teacher learning in special education. The article illustrates that through careful course design, teachers can be supported to explore new ideas and be helped to apply new learning to the context of their classrooms.

Moving toward a Hybrid Teacher Education Course: Supporting the Theory to Practice Challenge in Special Education

The use of teacher education hybrid courses has become a growing and more visible phenomenon in the field of special education. This article describes a hybrid course development process that utilizes a seven-stage learning cycle model for course structure and design as a way to support the translation of evidence-based practices to the classroom and larger school community context. A case example is described where two cohorts of graduate special education students completed a hybrid course developed around this seven-stage model. This case presents a positive student perspective of the hybrid course structure and supports a reflection of application to practice.

The synergy between research and practice: listening to the perspectives of key stakeholders about the development of an inclusive early years service

This paper analyses part of a consultation project a northern Early Years Development and Childcare Partnership (EYDCP) engaged with in the process of developing a charter for inclusion. This consultation included parents, families, service providers and service managers. Three main research strategies were employed including questionnaires, interviews and discussion groups. This project highlights the importance of listening to the various stakeholders and of allowing the voices of people at the sharp end of inclusive practice to be instrumental in the development of such services. Issues related to shared understandings of terminology and concepts, different perceptions of the drives for greater inclusive services, and the problematic nature of translating inclusive theory into practice in early years services for disabled children developed as important elements of this project. Although stakeholders enjoy some agreement regarding the philosophical notions of inclusion, there was some diversity in the perceptions of why inclusive services are being developed at all and also about how concepts of inclusion are translated into practice. Themes emerged about the organisation of an inclusive early years service relating to the ‘adult factor’ and the efficacy of a charter for inclusion. The partnership concluded that a pilot project following principles highlighted in this project was the next natural stage of developing a charter for inclusion: a charter of promises, rights and standards that is not rhetoric but realistic and, most importantly, is actually driven by the users and front-line service providers in the partnership.

Insights into teacher learning about pedagogy from an international group of teachers of students with severe intellectual disabilities

This article examines teacher professional learning about pedagogy for teachers of students with severe intellectual disabilities within broader teacher education and pedagogical frameworks for this group of learners. The article presents and discusses findings from a USA–England research project, involving classroom observations and interviews with nine teachers of students with severe intellectual disabilities from four specialist public school settings, intended to explore teachers’ pedagogical decision-making and learning. The theoretical lens of situated learning and the conceptual lens of evidence-based practice are used to contextualise and examine the teachers’ views about the what, how and when they learn about pedagogical approaches and strategies. Teachers emphasised the situated and interactional nature of their learning, particularly highlighting the personal responses of students and their relationship with these students. They use this knowledge and understanding to adapt evidence-based strategies and programmes and inform their pedagogical decisions. This affords the concepts of ‘situated generalization’ and ‘practice based evidence’ an influential role in how teachers engage in the process of pedagogical decision-making. An implication for teacher educators is the need to support teachers in making connections of new pedagogical understandings and skills with the individual learning profiles and responses of their students with severe intellectual disabilities.

Evidence-Based Instruction for Students with Autism Spectrum Disorder: TeachTown Basics

This chapter traces key historical understandings of autism spectrum disorder (ASD) in the early twentieth century and the shifts that have occurred from psychiatric frames of understanding to current constructions of the levels of support, as represented in the DSM-5, required for learners with ASD. The nature and role of evidence-based practices and their evolution in developing interventions for learners with ASD are presented. This is followed by analysis of an exemplar computer-based program, TeachTown Basics, designed specifically for learners with ASD, but this has also been applied to students with other learning issues (for example, intellectual disability). TeachTown Basics is a comprehensive intervention program that integrates specific elements of applied behavior analysis (ABA). These ABA elements are detailed before the program is presented. This chapter progresses to an analysis of TeachTown Basics in practice. This chapter ends with a discussion of emerging research data about the program across a school district.

An Exploration of Teacher's Use of iPads for Students with Learning Support Needs.

This project explored how iPads were being used in a range of K-12 schools to support the learning of students with a range of learning support needs. Groups of teachers (and other professionals) from the USA, Canada, Australia and the UK were invited to complete an online survey focused on the use of iPads in their classrooms, perspectives of their skill level, and how their school and school districts support the use of iPads. The survey focused on iPad use in classrooms (curriculum and skills); teachers’ skill levels; whether iPads are addressed in the Individualised Education Program (IEP); the systemic support for the iPads; and the perceived benefits and barriers. The results reveal that respondents are using iPads across many areas of the curriculum, which affirms the research in the emerging literature base. However, there are teacher reported differences in the manner and scope of iPad use in the classrooms and also the integration of the iPad in the IEP. The research also highlights variability in reported skill level for the iPad and an increased need for enhanced systemic support, such as training, funding, technical support and administrative support for the use of the iPad as a pedagogical tool.

‘Trying, failing, succeeding, and trying again and again’: perspectives of teachers of pupils with severe profound multiple learning difficulties

Abstract This article explores the perspectives of seven teachers in England who teach pupils with severe profound and multiple learning difficulties about their learning to teach this group of students. Teachers’ views were captured through a combination of synchronous and asynchronous online communications. Four themes emerged from teachers’ perspectives about their own learning: learning through doing in the classroom, learning through self-inquiry and research, learning from and with others and more formal learning opportunities. A constructivist approach to teacher learning is affirmed as a helpful lens to further understand how teachers learn to teach pupils with complex learning profiles. The article supports teacher learning as a holistic process that takes place throughout teachers’ careers. It highlights the value teachers place on learning through doing in the classroom, learning through self-inquiry and research, learning from and with others, as well as formal learning.