special education

CPRE Member Dr. Yvonne Hefner Presents Research at Georgia Educational Research Association Conference

In October 2016 CPRE affiliate Dr. Yvonne Hefner presented a paper, "Planned Reading Circles to Increase Preservice Special Education Teachers’ Content Knowledge," before the Georgia Educational Research Association.  Her presentation described the implementation of an appropriate and effective teaching method to help pre-service teacher candidates learn about major course topics. As a method of teaching course content Dr. Hefner implements reading circles and the use of the wiki to teach course content in a college course for pre-service special education teacher candidates.

Understanding the Challenges of Military Connected Families

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At the conclusion of this training, participants will be able to:

• Identify and discuss challenges military families encounter during transition periods( i.e. relocation, adjusting to a new school).
•Examine and explore the academic and social-emotional challenges facing military connected children with disabilities.
•Identify and be knowledgeable of resources that may aid military connected families in their adjustment to a new school division.

Administrative Support for Special Education Teachers: A Phenomenological Study

Author: 
Janet B. Hodges
Program of study: 
Ed.D.
Abstract: 
The purpose of the current qualitative phenomenological study was to gain a better understanding of the experiences regarding administrative support perceived by special education teachers and the inf
Tags: 
phenomenological study
qualitative
administrative support
special education

The Effect of Inclusion Models on Special Education Student Performance in Charter Schools in Washington, D.C.

Author: 
Kendahl Owoh
Program of study: 
Ed.D.
Abstract: 
Assessment results of 52 special education students in a charter school in Washington, D.C., were used to compare instruction received in co-teaching models of inclusion and resource classrooms to det
Tags: 
special education
charter school
co-teaching models
inclusion
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