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Using Video-Aided Self-Reflection to Prepare Novice Special Education Teachers: Meeting the Diverse Needs of Students

Using Video-Aided Self-Reflection to Prepare Novice Special Education Teachers: Meeting the Diverse Needs of Students

Jason P. Davis, Kevin Oh, Natalie Nussli
Copyright: © 2018 |Pages: 16
ISBN13: 9781522529637|ISBN10: 1522529632|EISBN13: 9781522529644
DOI: 10.4018/978-1-5225-2963-7.ch015
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MLA

Davis, Jason P., et al. "Using Video-Aided Self-Reflection to Prepare Novice Special Education Teachers: Meeting the Diverse Needs of Students." Fostering Reflective Teaching Practice in Pre-Service Education, edited by Zineb Djoub, IGI Global, 2018, pp. 272-287. https://doi.org/10.4018/978-1-5225-2963-7.ch015

APA

Davis, J. P., Oh, K., & Nussli, N. (2018). Using Video-Aided Self-Reflection to Prepare Novice Special Education Teachers: Meeting the Diverse Needs of Students. In Z. Djoub (Ed.), Fostering Reflective Teaching Practice in Pre-Service Education (pp. 272-287). IGI Global. https://doi.org/10.4018/978-1-5225-2963-7.ch015

Chicago

Davis, Jason P., Kevin Oh, and Natalie Nussli. "Using Video-Aided Self-Reflection to Prepare Novice Special Education Teachers: Meeting the Diverse Needs of Students." In Fostering Reflective Teaching Practice in Pre-Service Education, edited by Zineb Djoub, 272-287. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2963-7.ch015

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Abstract

The growing diversity of America's public schools has created pressure for universities and teacher preparation programs to develop strategies to aid novice teachers in meeting a variety of student needs. In addition to cultural and linguistic differences, special education teachers must also be prepared to meet the variety of academic, social, and emotional needs of students identified with disabilities. To accomplish this, studies investigating the potential of video based reflection to impact novice and preservice teachers' ability to implement pedagogical theory into practice have increased. This chapter examines the use of video as a tool to engage novice special education teachers' reflection on the implementation of culturally responsive pedagogy (CRP), differentiated instruction (DI), and universal design for learning (UDL).

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