Sarah A. Nagro

Evaluating the Evidence Base of Performance Feedback in Preservice Special Education Teacher Training.

Performance feedback is commonly used during field experiences to improve desired teaching behaviors in preservice teachers. The authors identify eight single-subject studies examining the effects of performance feedback in preservice teachers to determine the evidence base for this practice. These eight studies are reviewed using quality indicators specific to single subject. Positive findings are shown across seven of the eight studies. Targeted behaviors showing the most change are those focused on implementation fidelity of evidence-based instructional strategies. Teacher-specific behaviors do improve after receiving performance feedback. However, the change in these behaviors was not consistent across all studies. Five studies met all rigorous standards of quality research and surpass additional requirements pertaining to evaluating single-subject research. The authors conclude that performance feedback is an evidence-based practice when used to increase implementation fidelity of instructional practices. Implications to the field of special education teacher preparation are discussed.

21st Century Change Drivers: Considerations for Constructing Transformative Models of Special Education Teacher Development.

Contemporary challenges confronting special education teachers include, in part, workload, role ambiguity, evaluation, and shortages. Based on these and other challenges, the piece-meal fragmented approach to pre- and in-service training, which exists currently, needs to be replaced with 21st century models of special education teacher development that are seamless, technology enabled, comprehensive, cohesive, and career spanning. In this article, the authors briefly address persistent and unresolved challenges, identify contemporary change drivers, and discuss ways in which teacher education professionals could leverage the drivers to inform the development of 21st century models for special education teacher development aimed at improving outcomes for students with disabilities. Change drivers include the digital revolution, the diversity gap, the credibility factor, the demand for collective impact, and the culture of we. The authors conclude with a call to action.

Evaluating the Evidence Base of Video Analysis: A Special Education Teacher Development Tool.

Special education teacher development is continually studied to determine best practices for improving teacher quality and promoting student learning. Video analysis is commonly included in teacher development targeting both teacher thinking and practice intended to improve learning opportunities for students. Positive research findings support video analysis as a teacher development tool, but the practice has not been deemed evidence based. In this evaluation, quality indicators, adapted from special education research and government recommendations, were used to determine whether video analysis is an evidence-based practice for developing special education pre-service and in-service teachers. A systematic literature search resulted in 113 identified articles which were narrowed to seven experimental studies using screening criteria adapted from What Works Clearing House. Significant findings supported video analysis across all seven studies, and the overall quality of the published research suggests video analysis is a promising practice. Implications and recommendations for special education teacher development are discussed.

The Effects of Guided Video Analysis on Teacher Candidates' Reflective Ability and Instructional Skills.

Internships are central to teacher preparation, but many novice teachers do not feel such student teaching experiences prepared them for teaching realities. The purpose of this quasi-experimental study was to understand the effects of guiding teacher candidates through common video-recording and self-reflection activities during student teaching internships to determine whether such activities improve teacher candidates’ reflective abilities and instructional skills. Thirty-six teacher candidates with similar prior experience were divided into two groups. Both groups participated in semester long internships where candidates video-recorded their instruction 4 times and wrote four corresponding reflections. Treatment group candidates (n = 17) also received directed guidance and feedback to supplement video analysis procedures. Both groups self-reported significant improvements in their teaching ability, but only the treatment group demonstrated significant growth in reflective ability and instructional skills over time. Addressing challenges in special education teacher preparation research as well as possible future directions are discussed.

Measuring Accessibility of Written Communication for Parents of Students With Disabilities: Reviewing 30 Years of Readability Research

Effective communication is essential for successful school–family partnerships. Written communication is most common due to the efficiency of written documents, but challenges include assuring the information disseminated to parents is accessible based on readability, clarity, complexity, and structure particularly for parents of students with disabilities and parents with low levels of literacy. The purpose of this review was to understand to what extent written communications intended to inform parents, particularly parents of students with disabilities, were accessible given recommendations regarding appropriate readability levels and document structure. Results from eight studies, published over 30 years, evaluated 461 documents and showed divergent trends in recommended and actual reading levels where written communication became less accessible over time. Recommended readability levels ranged from 5th to below 9th grade, yet actual readability levels were almost 11th grade on average. Implications specific to the readability and accessibility of written communication are discussed.

Prose Checklist: Strategies for Improving School-to-Home Written Communication.

T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 47 , N o. 5 , pp . 25 6 – 26 3. C op yr ig ht 2 01 5 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 55 80 03 1 Family involvement in educational experiences, as facilitated through effective communication, can help promote student learning. Research has demonstrated that successfully involving families in school can lead to increased homework completion, improved attitudes toward learning, and better grades for students (Arguea & Conroy, 2003; Epstein, 2011). Family involvement starts with communication that allows parents to engage and participate in their children’s educational experiences. Communication between schools and parents is expected to improve parents’ understanding of and engagement in decision making on behalf of their children (Epstein et al., 2009). Under the Individuals With Disabilities Education Act (IDEA, 2006), parents of students with disabilities have the right to ongoing information regarding progress within the general education curriculum, as well as progress on individualized education program goals and benchmarks (34 CFR §300.320[a] [2][i]). Despite frequent communication, parents of children with disabilities often struggle to navigate the special education system (Burke, 2013). Therefore, effectively communicating and involving parents is both essential to special education procedures and a best practice for maximizing student potential (Hill & Tyson, 2009). School personnel are tasked with developing communication systems that are both effective and efficient when trying to balance the constant flow of information to be shared with the limited time available to do so. Written communication is a common and efficient method for teachers to communicate directly with families (Epstein, 2011). Written forms of communication may be most common but can include accessibility challenges, such as document readability, clarity, complexity, and structure (Epstein, 2011; Epstein et al., 2009). Parents have varying literacy levels, wherein some parents have less-than-proficient or limited literacy skills and may not understand the important information they are reading (Kutner et al., 2007). As a result, the excessive literacy demands placed on parents—particularly parents navigating the special education process—may impede meaningful parent involvement (Mandic, Rudd, Hehir, & Acevedo-Garcia, 2012). Recognizing potential accessibility barriers for families, IDEA includes mandates regarding written communication procedures so that information for parents is “in language understandable to the general public” (34 CFR §300.503[c][1][i]). To create materials that are understandable for all parents, school personnel are wise to consider which reading levels are appropriate for parents with limited literacy skills. A recent review of eight studies evaluated the accessibility of 461 educational School personnel are tasked with developing communication systems that are both effective and efficient when trying to balance the constant flow of information to be shared with the limited time available to do so.

Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms.

T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 48 , N o. 5 , pp . 24 3 – 24 9. C op yr ig ht 2 01 6 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 66 40 74 9 Students with learning disabilities are often educated in inclusive classrooms alongside their typically developing peers. Although differentiated smallgroup instruction is ideal for students with learning disabilities, wholegroup instruction continues to be the predominant instructional model in inclusive classrooms. This can create major challenges for teachers as they aim to actively engage all students, including students with learning disabilities. There are variations of whole-group response strategies, however, that teachers can use to accommodate a range of individual student needs. Collecting formative assessment data during wholegroup instruction also can inform instructional decision making.

The Readability and Complexity of District-Provided School-Choice Information

Public school choice has become a common feature in American school districts. Any potential benefits that could be derived from these policies depend heavily on the ability of parents and students to make informed and educated decisions about their school options. We examined the readability and complexity of school-choice guides across a sample of large urban districts. These guides are intended to assist parents in learning about their childs options and to help them make informed decisions about schools. We found that none of the guides examined were written within the range considered appropriate for all adults to comprehend. In large urban districts where there are a large proportion of parents that have low levels of literacy, it is likely that many parents will have difficulty comprehending the information presented in the choice guides. We provide some simple steps that could be taken to improve readability of these guides.

Tracking Special Education Teacher Candidates’ Reflective Practices Over Time

Clinical teacher preparation programs often incorporate reflective practices to promote critical thinking and professional growth. The purpose of this study was to determine whether special education teacher candidates’ reflective abilities changed from repeated exposure to reflective practice as they completed two field experiences. We sought to analyze patterns in candidates’ reflective practices by investigating both types of and topics for reflection. Six initial certification candidates completed two clinical experiences and wrote 30 reflection journal entries. Entries were sampled and reviewed to determine both a reflective ability score and reflective practice patterns over time. Results from a one-way repeated measures analysis of variance indicated no change in special education candidates’ reflective ability over time. Candidates’ reflections were descriptive and focused mostly on themselves. Results suggest professional growth in reflective ability does not occur through maturation. Teacher educators need to consider supplementing reflective practices with learning supports to see substantive growth.

Activating Policy and Advocacy Skills: A Strategy for Tomorrow’s Special Education Leaders

Special education scholars have traditionally experienced a significant disconnect between their experience as researchers and the fast-paced realities of policy and politics. We propose that higher education leaders should be drivers of change, not recipients of outcomes, and by extension, that there is a need to ensure that the preparation of future special education faculty and leaders includes multiple opportunities for them to engage in development of competencies related to policy-making, implementation, and evaluation. This article uses an exploratory qualitative approach to describe an experiential learning model referred to as the “Short Course,” established to provide opportunities for doctoral students to experience the policy process and to develop an advocacy disposition and skills for future roles in the broad field of special education. Questionnaire data gathered over 4 years suggest the potential for this model to increase advocacy and policy engagement among future special education researchers, faculty, and leaders.