bluuebunny/crossref_metadata_2025 huggingface dataset:
Peer Coaching in a Preservice Special Education Program
Authors: Morgan Robert L. , Gustafson Kathryn J. , Hudson Pamela J. , Salzberg Charles L.
Published: November 2009

One strategy to enhance supervision of preservice teacher trainees is on-site observation and feedback from another trainee, or peer coach. In this study, the effects of peer coaching were examined with five teacher trainees who were having difficulty learning the required instruction skills in their practica. Peer coaches provided immediatefeedback to trainees on teaching behaviors during reading instruction. They also summarized trainees' performance at the end of reading sessions. Effects of peer coaching were analyzed in a multiple baseline experimental design across trainees. Results indicated that effective teaching behaviors increased and ineffective teaching behaviors decreased with peer coaching for all five trainees. Also, effects generalized to math instruction. The potential uses of peers as coaches in preservice teacher education are discussed.
A Time Analysis of Cooper-ating Teachef Activity
Authors: Miller Terry L. , Hudson Pamela , Lignugaris/Kraft Benjamin
Published: November 2009

Twelve cooperating teachers documented the time they spent with preservice teachers during 11 weeks of student teaching in special education classrooms. The cooperating teachers recorded their time in a daily log that included five major categories (i.e., preparing for, orienting, planning, supervising, and professional development) and sixteen activities derived from the cooperating teacher literature. At the conclusion of student teaching, the cooperating teachers completed a survey in which they rated (a) the importance of each category in relation to training student teachers and (b) their own skill in conducting nine planning and supervision activities. Cooperating teachers spent the largest amount of time observing and providing feedback to the student teachers. They also spent a significant amount of time planning with the student teachers. Cooperating teachers rated planning as the most important category for training and supporting student teachers. Additional trends in the recorded time, results of the cooperating teacher survey, and suggestions for using this methodology in future research on cooperating teachers are addressed in the discussion.
Helping General Educators Accommodate Students With Disabilities
Authors: Heller H. William , Spooner Melba , Spooner Fred , Algozzine Bob
Published: November 2009

The College of Education and Allied Professions at the University of North Carolina Charlotte (UNCC), in collaboration with three public school systems, developed a model summer student teaching experience called (REACH) Regular Educators Accommodating Children with Handicaps. REACH focused on the effective instructional accommodation of mainstreamed students with mild disabilities. Three school systems provided sites and Model Clinical Teachers to serve as cooperating teachers for the project during the university summer school session. Nineteen regular education undergraduates were enrolled in the program, and both regular and special education university faculty were involved in supervision and evaluation. During the initial portion of summer school, student teachers participated in an information dissemination course that provided an overview of special education and the underlying conceptual and philosophical base for mainstreaming exceptional students. REACH participants also spent time observing in Model Clinical Teachers' regular classrooms. The remainder of the summer session (4-6 weeks) was spent in classrooms doing typical student teaching activities. Each class included at least one student with special needs, and the student teachers were responsible for all teaching during the last 2 weeks of the experience. Program evaluation results revealed that the positive attitudes of teachers-in-training were maintained after student teaching.
AIDS: Special Educators' Knowledge and Attitudes
Authors: Evans Elizabeth D. , Melville Gayle A. , Cass Mike A.
Published: November 2009

The purpose of this study was to examine special edueators' attitudes toward and knowledge of Human Immunodeficiency Virus (HIV)/Acquired Immunodeficiency Syndrome (AIDS) and to determine what combination of variables best predicted special educators' willingness to educate children who are HIV positive or who have AIDS. Factor analysis of the attitude scores of the AIDS survey revealed five factors (integration/segregation, knowledge, willingness to educate, testing, privacy) that accounted for 67% of the variance. Integrationlsegregation and knowledge scores were entered in a multiple regression model where willingness to educate was used as a criterion variable. Only one variable, integrationlsegregation, was significantly predictive of willingness to educate. Descriptive data indicated special educators were willing to educate cbildren with HIV/NDS and were knowledgeable about HIV/NDS. Implications for teacher education are included.
From Teachers of Backward Children to Agents for Educational Change Within Schools
Authors: Bladini Ulla-Britt
Published: November 2009

This paper examines special education teacher education in Sweden from 1921 to 1981. In 1962, national one-year special education teacher education was established. Prior to that time, special education teacher education consisted of one term of courses, mainly for what then were called "backward pupils. " The rationale for these changes is discussed, with special attention given to a change in the view of the relationship of special education and the whole school system. Trends and goals since 1981 in the preparation of new special educators also are commented upon.
Dealing with Conflict and Aggression in the Classroom: What Skills Do Teachers Need?
Authors: Van Acker Richard
Published: November 2009

Demographic and socioeconomic shifts in our nation's population and changes in the family structure have placed increasing demands on the public school systems of this country. Perhaps none is so great as the task of dealing with the increased incidence of aggression and violence perpetrated by the youth of this nation. In this paper, I briefly outline some of the variables related to the increase in youth violence and suggest that teacher education programs must acknowledge the problem and begin to provide their students with the knowledge and skills necessary to address this issue. Specifically, teachers must be prepared to (a) employ instructional techniques and modify existing curricula so as to teach social problem solving and conflict resolution skills to their students, (b) implement verbal and nonverbal intervention techniques aimed at de-escalating resistive and combative students, and (c) physically intervene, when necessary, to protect the students thermelves, and others in crisis situations.
Language, Culture and Disability: Implications for Instruction and Teacher Preparation
Authors: Cloud Nancy
Published: November 2009

In this article, I address some of the fundamental notions that must be explored to prepare urban special educators to serve today's students. To address the needs of a highly heterogeneous population of students with regard to language, culture, and disability characteristics, this triad of essential child characteristics (language, culture, disability) is explored to draw implications for instruction and teacher preparation. The article is accompanied by a resource listing for teacher educators engaged in the preparation of urban special educators who will work with culturally and linguistically diverse exceptional students.
Evolution of a Professional Development School: The Story of a Partnership
Authors: Rosselli Hilda , Perez Susan , Piersall Katherine , Pantridge Oma
Published: November 2009

Professional development schools provide a rich context in which universities and schools may collaborate on renewal, reform, and restructuring. The process, however, is unique to each partnership and appears characterized in the literature by more questions than answers. This article uses the narrative form to relate the authors' personal experiences in a newly formed professional development school through discussion of the broker capacity, reinvention of teacher education and the development of a culture of professionalism.
Restructuring Special Education Services
Authors: Evans Donnie W. , Harris Deborah M. , Adeigbola Maria , Houston Debra , Argott Liz
Published: November 2009

Research and reform in special education has focused on the inclusion of students with disabilities in general education settings. Collaboration and consultation strategies, including cooperative teaching and cooperative consultation, are among the strategies being used to facilitate integration. Site-based management and shared decision-making are now being used widely in the general education community to bring about school improvement. An opportunity exists for aligning reform efforts in special education and general education. In this paper we review the philosophical, political, policy challenges encountered in the institution of collaborative teaching for serving students with disabilities in public schools engaged in substantive general education reform. Strategies for confronting and overcoming these challenges are also presented, as well as research methods for collecting evaluative data.
Alternative Route Training: Implications for Elementary Education and Special Education
Authors: Sindelar Paul T , Marks Lori J
Published: November 2009

In this paper, we review findings from 19 studies of alternative route programs and conclude that they have not been shown to be inferior to traditional programs. These programs are program evaluations and lack many of the controls typical of experimental work; as a result, the findings may be less trustworthy than necessary for reasoned decision-making. Problems inherent in conducting studies of this sort are discussed and illustrated with examples from this literature. The appropriateness of the secondary content area model for elementary and special education is considered from both theoretical and empirical perspectives.
Effects of Systematic Observation and Feedback on Teachers' Implementation of Curriculum-Based Measurement
Authors: Fuchs Lynn S , Fuchs Douglas
Published: November 2009

The purpose of this study was to examine the effects of systematic observation and feedback on teachers' implementation of curriculum-based measurement. Subjects were 20 special educators who taught pupils with mild and moderate disabilities. Teachers were assigned randomly to a computer-assasted or a paper-and-pencil monitoring group. Teachers initially were taught to monitor pupil performance during a series of inservice training sessions. After 1 month of monitoring, accuracy of implementation was assessed, and corrective feedback was provided as needed One month later, accuracy of implementation again was measured 4 lyses of variance indicated that systematic observation and feedback was associated with improvement in accuracy, ez-,pecially on more difficult aspects of curriculum-based measurement. Implications for practice and additional research are discussed.
The Supply/Demand Puzzle
Authors: Smith-Davis Judy , Billingsley Bonnie S.
Published: November 2009

; This article is a broad and introductory overview of personnel supply/demand issues in special education. One premise is that matters of quality (competence, qualifications) interlock with matters of quantity (numbers) of personnel, and that many variables affect both personnel quality and quantity. Selected intervening variables are reviewed. We suggest that many complications in personnel supplyldemand are of relatively recent origin, and, thus, traditional policies and strategies for the development, recruitment, and retention of personnel may no longer be sufficient. Although national aggregate data are presented in order to clarify the status of special education supply/demand, it is emphasized that these problems are much more relevant as local issues than as statistical issues, and that shortages and causative factors occur in widely varying dimensions and degrees across states and districts. It is, therefore, recommended that supply/demand imbalances should be more clearly understood and cooperatively addressed at the local level, which is where these problems originate and where they can be solved. In order to plan solutions, however, it is necessary to achieve a vision of the directions special education should be taking as the 20th century draws to a close.
Available Special Edueation Faculty Positions in Higher Education
Authors: Dil Nasim , Geiger William L. , Hoover John J. , Sindelar Paul T
Published: November 2009

In this article we summarize a study designed to assess the status of available IHE special education faculty positions from 1984-88 and projected faculty needs from 1989-94. Two hundred eighty-one IHEs reported 216 available positions in special education for 1984-88. Two hundred ninety-eight positions were projected by 209 IHEs for 1989-94. Results suggest that many of the IHE positions were filled by individuals already in higher education, creating a situation in which need shifts from institution to institution. Also, a substantial number of vacancies are filled by individuals previously employed at SEAs or LEAS. These findings suggest that a substantial number of potential applicants (i.e., supply) for IHE special education positions includes existing faculty and SEA/LEA personnel and, to a lesser degree, doctoral graduates. Implications for future research are discussed
Supply and Demand of Leadership Personnel in Special Education: A Follow-up Study with Analysis of Failed Searches
Authors: Sindelar Paul T , Buck Glenn H. , Carpenter Stephanie , Watanabe Addison K.
Published: November 2009

Concern about the problem of declining numbers of special education doctoral graduates and increasing numbers of faculty vacancies in university training programs has grown since the early 1980s. In this study, we investigated the supply and demand of leadership personnel in special education and communication disorders and extended an existing data base to include the years 1988 to 1992. We also conducted an analysis of failed searches that occurred in 1988, which allowed us to (a) determine the number of open positions that went unfilled and (b) identify institutional demographic variables associated with failed searches. Predictions about demand outstripping supply are borne out by these data, and the problem seems particularly acute at institutions with small departmental faculties. Implications for policy development are discussed.
Low-Incidence Special Education Teacher Preparation: A Supply and Capacity Pilot Study
Authors: Bowen Mack L. , Klass Patticia H.
Published: November 2009

This study was designed to obtain information on special education teacher preparation practices, including program capacity and projections of future program graduates, from institutions of higher education. A pilot survey instrument, "Personnel Preparation Program Supply and Capacity Survey," was developed and sent to a target population of low-incidence area special education teacher preparation programs. Low-incidence program areas were chosen as a smaller subset of the larger field of special education training programs due to the paucity of teacher supply data in these areas. Survey questions were clustered under six topics closely related to the supply of new teaching personnel. The topics included were (a) institutional program information, including present and projected number of graduates, (b) certification practices, (c) student recruitment and retention, (d) program capacity, (e) graduate follow-up, and (f) supply/demand projections. Findings are presented and discussed with implications for national practice.
Culturally and Linguistically Diverse Teachers in Special Education: Repairing or Redesigning the Leaky Pipeline
Authors: Hill Rocky , Carjuzaa Jioanna , Aramburo Dorothy , Baca Leonard
Published: November 2009

In this article, we introduce some of the issues that interact to produce the "leaky pipeline" we refer to in the title—a pipeline that results in a dearth of persons of color having professional jobs in special education. These issues serve to influence the entrée and flow of persons from diverse cultural and linguistic (CLD) backgrounds throughout the personnel pipeline feeding special education and related services careers. The issues discussed include factors affecting the availability of CLD persons for higher education degrees, the 2- and 4-year and graduate systems of professional induction and development, some of the contemporary dialogue regarding the problematic vision of special education, and the conceptual framework of special education in light of the ontological worldviews of some CLD persons. Finally, we review training trends and successful programs in order to highlight directions available for sensitively engaging not only demographic realities, but a more pluralistic outlook on teacher education and services to children. What these trends and successful programs show, given the leaks in the pipeline and lack of a shared vision for special education training and services, is that local people responding to local needs are the best at both repairing and redesigning the pipeline.
Assessing Demand for Special Education Faculty in Higher Education: A Pilot Study and a Prototype for a National Registry
Authors: Tawney James W. , DeHaas-Warner Sarah
Published: November 2009

Supply and demand for special education faculty in institutions of higher education has been an issue of national concern for more than a decade, following efforts to terminate support programs for doctoral study. One organization, the Higher Education Consortium for Special Education (HECSE), and a limited number of investigators have reached reasonable conclusions: there is a critical need to train additional doctoral-level personnel; the existing problem is, in part, a reflection of the greying of the American professoriate, and, a host of other possible factors such as salary, career choice, and instability in American higher education. This study was initiated to accomplish two objectives. First, we tested the feasibility of our approach as the basis for a national study. Knowing that the universe of special education teacher certification programs is small and the universe of programs that train doctoral level personnel is even smaller, it was believed that such a national effort was feasible. Second, an attempt was made to gather basic demographic information on the universe of faculty in Pennsylvania colleges and universities that offer teacher certification in special education. Knowing that a significant number of those special education faculty might be approaching retirement age, we attempted to learn the retirement plans of those who were age 55 and older. The outcomes of the study are described and the magnitude of the problem in one state, Pennsylvania, is emphasized. Strategies for obtaining more information are suggested, including the establishment of a national registry of doctoral-level special education personnel. Broader issues such as the values, economics, and rewards of careers in higher education are discussed. We conclude with a request for serious consideration of novel solutions to the imminent problem of a potential national shortage of special education faculty.
The Effects of Prior Field Experience on Student Teacher Competence
Authors: Scruggs Thomas E. , Mastropieri Margo A.
Published: November 2009

Fifty-four special education student teachers were evaluated by university supervisors and cooperating teachers on eight variables, in the first week and the last week of their student teaching. Student teachers who had participated in a university-sponsored, field-based experience reported significantly higher levels of confidence prior to student teaching. In addition, these student teachers received significantly higher competence ratings by university supervisors and cooperating teachers. Student teachers who reported high levels of prior field experience independent of the field-based program received significantly higher ratings than students with less prior experience, although these student teachers did not report higher levels of confidence. Other variables (age, marital status, sex, etc.) did not bear a strong relation to student teacher competence. Results suggested that prior field experience, either independently acquired or university-sponsored, was associated with higher student teacher ratings, and that this association held true of the beginning and end of student teaching.
Teachers' Opinions of Research and Instructional Analysis in the Classroom1
Authors: Cooke Nancy L. , Test David W. , Heward William L. , Spooner Fred , Courson Frances H.
Published: November 2009

A survey was conducted to determine the opinions of special education teachers toward research and instructional analysis conducted in the classroom. A 22-item questionnaire was completed by 510 teachers in two large, metropolitan school systems and a county-run program for students with severe disabilities. Results indicated that teachers' attitudes were positive toward both research and instructional analysis. In addition, significant relationships were found between teachers' attitudes and (a) the research methods courses they had taken, (b) their involvement in research, and (c) the degrees they had earned. Some implications and recommendations for teacher education programs are presented.
Special Educators' Knowledge of HIV Transmission: Implications for Teacher Education Programs
Authors: Foley Regina M. , Kittleson Mark J.
Published: November 2009

In light of the magnitude of the AIDS epidemic, schools are addressing the issues of school attendance of HIV-infected children and the delivery of AIDS education programs. Special educators may become increasingly involved in the education of students with HIV and AIDS, and the delivery of AIDS education programs to students with disabilities. Special educators (teachers; speech-language clinicians; and preschool, early childhood, and at-risk personnel) were surveyed as to their knowledge of documented and nondocumented modes of HIV transmission. The findings suggest that special educators have limited knowledge of verified and nonverified modes of HIV transmission. Implications for preservice and inservice training programs are discussed.
Teachers Assisting Teachers: A Prereferral Model for Urban Educators
Authors: Bay Mary , Bryan Tanis , O'Connor Rosemary
Published: November 2009

A prereferral model designed to assist general educators in their work with urban children was implemented in two inner city schools. The model consisted of three components: information sharing sessions, peer exchange sessions, and peer coaching teams. The goal of the model was to create a structure wherein teachers could assist each other in the process of analyzing and generating solutions to problems or dilemmas presented by children in their classes who were experiencing learning problems. Interview data suggested that program participants offered more categories of teaching strategies to address children's problems and identified more successful teaching strategies than did nonparticipants. Referral rates, collected at the end of the school year, indicated that participants referred significantly fewer children than nonparticipants. Finally, as evidenced by their written comments, participants rated all components of the model positively.
General Education Teachers' Beliefs, Skills, and Practices in Planning for Mainstreamed Students with Learning Disabilities
Authors: Shay Schumm Jeanne , Vaughn Sharon , Gordon Jane , Rothlein Liz
Published: November 2009

The purpose of this study was to investigate general education teachers' beliefs, skills, and practices in planning and making adaptations for students with learning disabilities (LD) mainstreamed into general education. Participating teachers were identified by administrators and peers as being effective in working with students with LD. Sixty teachers (20 elementary, 20 middle school, and 20 high school) completed a survey instrument assessing teachers' beliefs, skills, and practices. A subset of the initial cohort of teachers (n = 12) also participated in extensive interviews and classroom observations to provide additional insight into their adaptive instructional practices. Results indicated that even among skilled teachers gaps exist between beliefs, practices, and skills. Discussion focuses on teacher beliefs, skills, and practices and differences among teachers in the three grade groupings.
Preparing Teachers for Inclusive Education: The Development of a Unified Teacher Education Program in Early Childhood and Early Childhood Special Education
Authors: Kemple Kristen M. , Hartle Lynn C. , Correa Vivian I. , Fox Lise
Published: November 2009

Advocates of developmentally appropriate early childhood education are increasingly interested in promoting inclusive programs of early education and care for both typically-developing children and children with disabilities. The success of such programs is contingent upon the availability of personnel trained to meet the individual needs of children with a wide range of abilities. There is currently a scarcity of teachers who are adequately prepared to meet such a challenge. In this article, we describe the collaborative conceptualization and implementation of a preservice teacher education program in early childhood and early childhood special education in the Departments of Special Education and Instruction and Curriculum at the University of Florida. Processes of program initiation and development are delineated, and factors that have supported and challenged the program's success are described The successes and pitfalls outlined here can inform others seeking to meet the challenge of preparing teachers to work with young children with and without disabilities in inclusive settings.
The Shortage of Special Education Faculty: Toward a Better Understanding
Authors: Dcutsch Smith Deborah , Salzberg Charles
Published: November 2009

The shortage of special education faculty has reached a critical level; supply and demand are not currently in balance because the demand continues to exceed the supply. A variety of complex issues contributes to this disequilibrium: expanded career options, a declining number of doctoral graduates, an increased attrition rate, a stable number of new positions, and an expanded concept of what special education is and what services individuals with disabilities and their families require and are entitled to by law. We believe that this problem has not been solved in part because no uniform system of collecting data about the supply and demand of faculty has been implemented. Without comprehensive information to guide policy-makers at special education doctoral granting universities and in the federal government, systematic and direct efforts to solve the problem will not be possible. In this paper, we explain the need for a national, comprehensive data collection system by summarizing current information about the supply and demand of special education leadership personnel, describing the historical roots of leadership training and the related influence of federal grant programs, and discussing some new directions that might affect the need for leadership personnel in special education. In conclusion, we outline some of the topics that should be included in a national data base about the supply and demand of special education faculty members.
Defining Common Ground: A Grass Roots Model for University-Public School Collaboration
Authors: Starlings Cable , Dybdahl Claudia S.
Published: November 2009

University-public school partnerships are being formed and defined in various ways. In this paper we describe a collaborative, grass-roots partnership undertaken by the University of Alaska Anchorage and the Anchorage School District. The grass-roots effort is distinguished by a perception of common ground, a minimal administrative and financial structure, and a high degree of commitment from the teachers (public school and university) involved. Children at-risk for school failure was the specific issue that provided the initial common ground, but the effects of the partnership far extended the at-risk issue by the end of the 3-year period
Career Choices of Recent Special Education Graduates Holding Doctoral Degrees
Authors: Pierce Thomas B. , Deutsch Smith Deborah
Published: November 2009

The supply of and demand for special education professionals in institutions of higher education (IHEs) has been studied since 1986, and the results of these studies indicate a great imbalance in the supply and demand for special education faculty. Because the field faces a substantial shortage, this research facused on the career choices of new special education doctoral graduates. Doctoral graduates from 3 year period were surveyed to determine their demographic make-up, where they took positions, and their relocation patterns to attend doctaral pragrams and to take their first positions We found that 42% of new graduates did not take positions in IHEs after completing their doctoral studies. Although 58% took jobs in IHEs, only 37% accepted positions as tenure-track faculty members. Also, new graduates did not change their career goals from their admission into their doctoral pragram, and those taking positions in IHEs were more likely to move to accept a position.
Alternative Certification in Special Education: Efficacy of a Collaborative, Field-Based Teacher Preparation Program
Authors: Rosenberg Michael S. , Rock Elana E.
Published: November 2009

The severe and increasing shortage of personnel, particularly those from traditionally underrepresented groups, to teach students with mild and moderate disabilities has prompted teacher educators to explore alternative means of preparing certified and qualified special education teachers. Johns Hopkins University, in collaboration with two urban local education agencies and the Maryland State Department of Education (MSDE), developed a field-based, 2-year experimental program leading to certification and a Master's degree in special education. This program possessed several unique features: special recruitment procedures, intensive on-the-job university-based supervision, and local school mentoring. Efficacy data were collected from university supervisors, mentors, and building principals to assess the impact of the program. Direct observation instruments, interviews, and self-report questionnaires were used to collect dependent data. Comparisons were made with beginning special educators who had completed traditional programs. We found that (a) Alternative Certification (AC) teachers were performing at, or exceeding, satisfactory levels in their first year of teaching; (b) AC teachers demonstrated specific instructional and management competencies at better than satisfactory levels; and (c) there were no significant differences between ratings of AC teachers and those from the control group.
Critical Indicators of Effective Teaching for Preservice Teachers: Relationship Between Teaching Behaviors and Ratings of Effectiveness
Authors: Espin Christine A. , Yell Mitchell L.
Published: November 2009

The purpose of this study was to investigate the validiy of critical indicators of teaching effectiveness for preservice student teachers in special education. Critical indicators are behaviors that can be used to make decisions about the effectiveness of student teachers. In this study, the relationship between behaviors of preservice student teachers and ratings of their teaching effectiveness by a panel of observers is investigated. Ten preservice teachers (nine female and one male) completing their student teaching in the area of emotional disturbedlbehavior disorders participated in the study. Teachers were observed using the Pupil Observation Procedure form. The observation form is designed to sample both student and teacher behaviors, and focuses on behaviors that occur during instruction. Videotaped sections of participants' lessons were shown to eight raters who judged the effectiveness of each preservice teacher. Pearson product-moment correlations were calculated to determine the relation between teaching behaviors and teacher effectiveness. The highest obtained correlation was between the amount of off-task time observed in the classroom and teacher effectiveness ratings. In addition, moderate correlations were obtained between intrusive behavior and positive teacher responses and teacher effectiveness ratings. To further examine the relationship between teaching behaviors and ratings of teacher effectiveness, profiles of most effective, moderately effective, and least effective teachers were created. Results of the study are interpreted within the context of research on the development of teacher expertise.
Art Educators Integrate: A Challenge for Teacher Preparation
Authors: Guay Doris M.
Published: November 2009

In this study I investigated the perceptions of recent art education graduates regarding the nature, content, and effectiveness of their preparation to teach students with disabilities. Additionally, I investigated the use of specified instructional strategies and responses to a group of affective statements by respondents who were teaching students with disabilities in integrated classes. During preservice education, over 44% of the art education graduates had special education curricula covered in a non-art special education course. Others had this curricula covered in art-related courses, psychology courses, or general education courses. Some had no instruction in this area. Although most art teachers teach students with disabilities in integrated classes, most feel less than adequately prepared for this assignment. Findings suggest a need for strengthening the coverage in preservice art education curricula of teaching students with disabilities and increasing collaboration between special education and art education faculty.
An Analysis of the Impact of Computer Placement and Training on Special Education Teachers' Attitudes and Perceptions of The Role of Computers in Instruction
Authors: Moore Prisca R. , Rieth Herbert J. , Ebeling Matthew
Published: November 2009

To increase the information available about the efficacy of strategies to train special education teachers to use technology, a study was conducted to describe the changes in teacher and student behavior that accompanied: (a) the placement of a computer in special education classrooms and (b) the completion of a 4-month practicum to integrate the computer into instructional programs. This research was conducted in concert with a master's degree program designed to train teachers of students with mild handicaps to effectively integrate technology into their instructional programs. This study employed a within-subjects (Intervention phase x Subjects) design to examine changes in individual classroom environments, and teacher's perceptions and beliefs across phases of intervention. This design allowed the statistical analysis of changes in classroom, student, and teacher variables across two intervention phases as measured by a computer-use attitudinal survey and a structured interview. The most striking change found across the three phases of this study was the teachers' perception of the computer's role in their instructional program. Initially, teachers viewed the computer as a motivational and reinforcement device that had some utility in providing drill on content previously presented by the teacher. After completing the computer integration practicum course, the teachers maintained their initial perception of the computer as a powerful tool for motivating and reinforcing students and providing drill and practice, but began to view the computer as a useful tool for themselves and for their students.
The Puzzle of Redesigning a Preparation Program in an Evolving, Fast Changing Field
Authors: Goodwin William L. , Able Boone Harriet , Wittmer Donna S.
Published: November 2009

The evolution of a gaaduate-level teacher preparation program is descaribed. Commencing two decades ago, the program first prepared students to administer programs, supervise teachers, and conduct research and evaluation in early childhood education programs for typically developing children. Over time, the program increasingly focused on preparing students for roles in early childhood special education. Program redesign has been underway, based in large part on data generated via graduates' perceptions of their academic, practicum, and post-program experiences. The current program blends eaarly childhood regular and special education to prepare students for roles in inclusive early childhood environments. The process of program change seems continuous, given the many variables involved and their "puzzling" nature.
Action Research As A Tool For Preparing Specialists To Use Strategic Interventions in Educational Partnerships
Authors: Welch Marshall , Chisholm Kathy
Published: November 2009

In this article we describe a field-based teacher education project that used action research preparing teacher candidates to use learning strategies during educational partnerships with classroom teachers. Action research is described as linking theory with practice in teacher education. This article is the product of a teacher candidate working with a faculty advisor in reviewing the professional literature on metacognitive, process-oriented writing strategies and then applying the theoretically-based intervention in an authentic setting. The project also was designed to provide the teacher candidate with the experience of establishing educational partnerships in the form of team-teaching with a mainstream teacher. We also provide a background and overview of the PLEASE strategy for written expression. Following the overview, the results of a clinical investigation designed to assess the efficacy of the PLEASE strategy for written expression in a mainstream setting are reported. Results of the clinical investigation suggest the PLEASE strategy can be effectively implemented in mainstream 9th grade classrooms to improve the paragraph composition of students with and without learning disabilities. The results of the project suggest that action research is a viable mechanism for preparing special educators to work collaboratively with general education teachers and students in mainstream settings.
Using Portfolios for Individual Learning and Assessment
Authors: Bloom Lisa , Bacon Ellen
Published: November 2009

Portfolio assessment is a method of teacher evaluation that is consistent with a professional rather than a technical view of teaching and is particularly suited for graduate programs in behavior disorders. Portfolios can help graduate students document their skills in a wide range of areas and allow for individuality and creativity. At Western Carolina University, a portfolio model of evaluation is being used to evaluate teachers in a graduate program in behavior disorders. In this paper, we summarize the process for developing a portfolio model of evaluation, describe portfolio procedures, and discuss their advantages and disadvantages.
Framing the Problems of Practice: The Effects of Self-Assessment in a Study of Special Education Students' Internships
Authors: Griffin Cynthia C. , Kilgore Karen L.
Published: November 2009

This study was conducted to examine the effects of a self assessment procedure on the behaviors and thoughts of preservice student interns. Drawing upon the reflective teaching literature, we designed a self assessment process that allowed our student interns to (a) clarify and define the problems they encountered during practice, (b) identify the sources of their problems, (c) suggest alternative instructional strategies to address their problems, and (d) assess the adequacy of their solutions. The data were analyzed using both quantitative and qualitative methods, First, we assessed the effects of self assessment on interns' ability to exhibit teaching behaviors associated with student learning. Then, we analyzed the ways in which our interns framed and resolved their instructional problems. Results indicated that self assessment had no impact on interns' teaching behaviors when compared to traditional supervisory practice. However, the self-assessment process did inform us about what interns identified as problems of practice, how these problems were framed, and what interns thought they should do about them.
Managing Change in a Research University Special Education Program
Authors: Affleck James Q. , Lowenbraun Sheila
Published: November 2009

In the following case study, we describe the discourse and external events preceding a change in the culture of the University of Washington Special Education program. Activities that followed were typical of a paradigm shift as described in the literature. The study concludes with evidence of intense collaborative activity followed by significant programmatic and curricular modification. We end with a vision of future program directions and descriptions of the type of personnel needed to implement our vision.
Elementary and Special Educators Learning to Work Together: Team Building Processes
Authors: Bondy Elizabetb , Ross Dorene D. , Sindelar Paul T , Griffin Cyntbia
Published: November 2009

At the University of Florida's College of Education, two elementary teacher educators and two special education teacher educators collaborated to develop a preservice program to prepare teachers for inclusive education. The four teacher educators represented very different educational and research traditions and worked in departments that did not have a history of collaboration. This paper is a retrospective analysis of our team building experience. We describe the context in which team building took place, the challenges that threatened our efforts at collaboration, the shared understandings we developed, and four processes that helped us to find common ground.
University and District Collaborative Support for Beginning Special Education Intern Teachers
Authors: Dunnick Karge Belinda , Lasky Beth , McCabe Marjorie , Mortorff Robb Susan
Published: November 2009

Traditional university teacher education programs include theory and coursework, culminating with the program practicum. The California intern program is an on-the-job teacher education program for beginning teachers. Aspects of varying intern models are discussed and key support elements are recommended. The case studies in this article highlight three problem scenarios and briefly explain how three intern teaches received support in the intern model. These cases focus around three themes: instructional practices, classroom management, and core curriculum modifications. The support received is a team effort, including both the district and university. To gain an understanding of the experiences and perceptions of the support received during their first year of teaching, in-depth interviews were conducted with three intern teachers of students with mild disabilities. Research-based guidelines are provided These scenarios are shared to emphasize the importance of induction support for teachers in training. University and district support personnel have specific areas of expertise that can be tapped for support. If this support is pooled and coordinated, all parties involved in the program benefit.
Educator Preferences of Accommodations for Students with Attention Deficit Hyperactivity Disorder
Authors: Zentall Sydney S. , Stormont-Spurgin Melissa
Published: November 2009

The purpose of this study was to assess the accommodation practices and preferences of general, special, and resource educators for working with students with AD/HD. Participants included 129 teachers representing 10 schools. Findings indicated that full-time special educators tried and succeeded with more accommodations than general educators, who in turn were more successful and less resistant than part-time teachers (e.g., specials). Secondary more than elementary teachers felt successful with techniques related to student independence. We discuss the educational implications of our findings for professionals who provide inservice tiaining.
A Reference for Judging the Quality of Publications in Special Education and Related Services Journals
Authors: Garrett John E. , McLoughlin James A.
Published: November 2009

A survey was conducted to determine selected characteristics of special education and related services journals. The results of the survey can be used as a reference by authors choosing journals for submissions of manuscripts and decision-makers at institutions of higher education when evaluating the quality of articles for review purposes. The pros and cons of using factors in this reference and others for annual performance reviews and tenure and promotion decisions are discussed.
The State of Special Education Leadership Training and College and University Faculty: What We Know and What We Don't
Authors: Deutsch Smith Deborah , Pierce Tom
Published: November 2009

Predictions that the field of special education was going to face a shortage of faculty were made in the late 1980s, but no concentrated efforts were made to stave off this supply and demand imbalance. The result is a problem today and the likelihood of an even more substantial problem in the years to come. Simply put, the demand for the product (special education doctoral graduates) is in excess of the supply. Doctoral programs are producing fewer graduates, and more and more of those graduates do not seek careers as faculty members across the nation. There are many identified reasons for this situation, but not all of the factors contributing to this problem have been studied. Regardless, it is critical that the field come to understand the independent and compounding variables contributing to faculty shortages and begin to develop strategies, direct incentives, and initiatives that will solve the problem. This article provides a synthesis of the research conducted to-date, and outlines topics that must be studied so stakeholders can better understand the situation.
African Americans in Higher Education Special Education: Issues in Recruitment and Retention
Authors: Cartledge Gwendolyn , Gardner Ralph , Tillman Linda
Published: November 2009

African Americans make up more than 25% of the students in special education, but account for less than 10% of the teachers in special education and 5% of the faculty in higher education special education. The reasons for the shortages of African American personnel in special education are diverse, but most can be explained largely in terms of poor academic and financial support. Much has been said of the "leaking academic pipeline that fails to produce African Americans for university faculty positions. This article revisits this issue, identifies glitches in the system, and specifies possible steps to be taken by universities that ultimately would lead to more African American professionals in special education higher education.
Preparing Research Leaders for Special Education: A Ph.D. Program with an Emphasis in Applied Behavior Analysis
Authors: Heward William L. , Cooper John O. , Heron Timothy E. , Gardner Ralph , Sainato Diane M
Published: November 2009

We describe a doctoral program at The Ohio State University that prepares special education leadership personnel whose research and teaching are guided by the philosophical, scientific, and technological principles of applied behavior analysis. The program has a proven track record of producing graduates who are productive researchers and teacher educators. The program, which began in the mid-1970s and continues to evolve today, entails an intensive curriculum of formal course work, special topic seminars, participation in three research studies prior to the dissertation, a 10-week summer internship, supervised college teaching and advising experiences, and a variety of noncredit requirements designed to develop each student's skills across six competency areas: (a) conceptual analysis, (b) research and scholarship, (c) design and application of educational interventions, (d) professional communication, (e) administration and collegial relations, and (f) teaching and advising.