Guidelines for Special Educators

Abstract

As teachers make decisions regarding which practices to implement in their classrooms, the academic gains those practices produce frequently become the primary concern. The authors assert that outcomes contributing to quality of life are equally important. They suggest quality indicators for special education practices, with a focus on practices that result in socially valid outcomes such as high self-esteem, self-determination, individual empowerment, and joy. Social validity, criteria for determining socially valid outcomes, and practices that promote those outcomes are discussed.

The Views of Pre-Service Teachers Regarding the Effectiveness of Peer Assisted Learning Method in the Science and Technology Laboratory Practices Course

“…There are some studies highlighting that when peer teaching is applied, peer teachers repeat and learn a subject better while explaining it to a student or shaping it in a way he will explain it. In addition, the views and knowledge of students about learning are improved when they have an opportunity to share their feelings and thoughts about the teaching process (Carpenter, Bloom, & Boat, 1999;Gartner & Riessman, 1993). There are studies indicating that peer teaching improves students' communication skills (Tariq, 2005;Loke and Chow, 2007) and teaching and learning skills as well as skills to talk and make a presentation before other people (Howman, 2006).…”