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Preschool Students with Disabilities – Self-Efficacy & Child Outcomes

  • 1.  Preschool Students with Disabilities – Self-Efficacy & Child Outcomes

    Posted 09-09-2017 10:00 PM

    In preparation for conducting my doctoral research, I interviewed administrators about teachers working with 3-5-year-old children with disabilities in preschool settings. The administrators reported that many teachers expressed positive attitudes regarding inclusion but decreased self-efficacy regarding their ability to instruct children with disabilities. I am currently developing a participant pool as I formally investigate the relationship between child outcomes upon exit from preschool and teachers' self-efficacy and attitudes toward inclusion. Thanks in advance for any feedback or interest you have in this project.

     



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    LuAnna Bellairs Salemi
    EdD Candidate - Special Education
    Walden University
    Hampstead NC
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  • 2.  RE: Preschool Students with Disabilities – Self-Efficacy & Child Outcomes

    Posted 09-26-2017 12:20 PM
    ​​I currently teach 3 year old children with development delays in an elementary school setting. I have some typical peer role models in my classes and find it very helpful and effective. My ratio right now in my am class is 2 typical peers/5 students with DD / 2 students with SP (9 total) and my PM class is currently 3 typical peers/3 students with DD (6 total). My classes grow throughout the year as children with disabilities turn 3 and join one of my classes.  It is important to screen the typically developing students to make sure they are good role models (in the past, some have had more behavior/focus issues than the students with IEPs) but I think it has been a great help to me not only because they set a good example but it helps me to have a clearer perspective of what is age appropriate speech, behavior, adaptive skills etc. I have worked both with and without typical students in my classes and I tended to rate children higher than they should be on assessments when I had no typical peer comparison.

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    Kathryn Badger
    P.L. Dunbar Elementary
    Laurel DE
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  • 3.  RE: Preschool Students with Disabilities – Self-Efficacy & Child Outcomes

    Posted 09-29-2017 09:09 PM

    Thank you so much for your response to my post. I am interested in your perspective regarding how you rated students on assessments. Are the assessments you mention part of outcome measures of students with IEPs? Also, did the presence of typically developing students impact your feelings of efficacy when teaching or assessing students with disabilities? Thanks again!



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    LuAnna Bellairs Salemi
    EdD Candidate - Special Education
    Walden University
    Hampstead NC
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  • 4.  RE: Preschool Students with Disabilities – Self-Efficacy & Child Outcomes

    Posted 10-01-2017 12:38 PM
    ​I am proud of you for being a Special Ed Teacher . My situation is similar to yours in that I have peer models and students on IEP's. I follow the Focus Program where students are accessed through observation by following the Quicklooks and Portfolios.
    I simply follow the rubrics and be honest with my observations.
    I do many short transitional circles and main group circle. My circle times are mostly fun, music and movement, nursery rhymes and opportunities for the students to move. Most of these kids cannot sit for a minute, For the first six weeks of school these fun circle times allow the students to develop social/emotional, cognitive and physical skills.
    I have small group time where I present lessons to the students who are ready for more pre academic activities.
    I do come from a Montessori background which is so in tune to what the PED wants in terms of more respect for each child individual growth and more movement within the centers.
    Thanks
    Sahadri Khalsa

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    Sahadri Khalsa
    Los Ninos Kingergarten Ctr
    Santa Cruz NM
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  • 5.  RE: Preschool Students with Disabilities – Self-Efficacy & Child Outcomes

    Posted 09-27-2017 04:03 PM
    I work in a preschool program which prioritizes children with greater risk factors, which often corresponds with developmental delays and/or challenging behaviors. One of the struggles I have seen the teaching staff experience is finding a compromise between what would be ideal accommodations for these children in the classroom, and what is realistic. I think it would be great for there to be tools for classroom staff to support these children at an even higher degree, but without being burned out in doing so. The children who qualify for IEPs receive services through the school district, and we make efforts to align classroom practices with IEPs, but I feel like there's still a gap that could be bridged there.

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    Melissa McPheeters
    Bates Technical College
    Tacoma WA
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  • 6.  RE: Preschool Students with Disabilities – Self-Efficacy & Child Outcomes

    Posted 09-29-2017 09:27 PM

    Thank you for your perspective. I agree with your comment that teachers need tools that increase their ability to support students with cultural, economic, and developmental differences. I have witnessed many teachers burn out while attempting to provide ideal accommodations within the reality of the classroom. We currently use job-embedded coaching and demonstration teaching to help staff learn new skills. What kinds of tools do your teachers currently utilize? Also, what kinds of professional development activities do you utilize to help teachers gain new skills? Thanks again!



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    LuAnna Bellairs Salemi
    EdD Candidate - Special Education
    Walden University
    Hampstead NC
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  • 7.  RE: Preschool Students with Disabilities – Self-Efficacy & Child Outcomes

    Posted 10-02-2017 06:44 PM
    One of the tools we utilize in our program are the assessment and referral process. Children are screened within the first 45 days of starting using the Ages and Stages Questionnaire, with both the parent(s) and teacher completing one. Children who do not pass sections will be rescreened a few weeks later to see if those skills have developed; during that time, the teachers are often talking with parents and sharing concerns as appropriate. If children do not pass again, we refer them to a screening with the school district for IEP qualification. The teachers also have Teaching Strategies Gold for their curriculum and individualizing of goals for each child, in partnership with the parents. We have a team of coaches in different areas, such as Education and Disabilities, who can also come in to do observations, make recommendations, talk with parents, etc., and a Mental Health Consultant.

    The organization we are subcontracted through offers annual training, in addition to staff being required to complete STARS training hours each year as well. As possible, teachers may attend conferences or other training related to their work and are encouraged to do so.


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    Melissa McPheeters
    Bates Technical College
    Tacoma WA
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