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Supporting New Teachers of Students with Significant Disabilities through Virtual Coaching: A Proposed Model
ARTICLE

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Remedial and Special Education Volume 34, Number 4, ISSN 0741-9325

Abstract

New teachers of students with significant disabilities are expected to use evidence-based practices that build academic and functional skills from their first day on the job. Yet, these teachers may struggle with applying information learned in their preservice coursework to their daily instructional practices. One widely accepted means of supporting new special educators is mentoring and coaching. However, geographic and time constraints often limit the amount and quality of mentoring and coaching. This article provides a framework of virtual coaching for supporting new teachers working with students with significant disabilities in a way that addresses these access to coaching issues and describes means of incorporating multiple, integrated online technologies. (Contains 1 figure and 1 table.)

Citation

Israel, M., Carnahan, C.R., Snyder, K.K. & Williamson, P. (2013). Supporting New Teachers of Students with Significant Disabilities through Virtual Coaching: A Proposed Model. Remedial and Special Education, 34(4), 195-204. Retrieved August 15, 2020 from .

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