bluuebunny/crossref_metadata_2025 huggingface dataset:
A Multivariate Analysis of Perceptions Hield By Secondary Academic Teachers Toward Students with Special Needs
Authors: Rojewski Jay W , Pollard Richard R.
Published: November 2009

A national sample of 473 secondary academic teachers responded to a questionnaire designed to examine perceptions toward mainstream students with special needs. Results showed that while a majority of educators felt successful in teaching special populations, over one-third received no prior instruction or preparation in this area. In an exploratory principal components factor analysis with varimax rotation, three dimensions of teacher perceptions were identified from the 22 original statements in the questionnaire, including perceptions of general educators' roles in mainstreaming, perceived barriers to mainstream placement, and the degree of responsibility felt by general educators for teaching special populations. A multivariate analysis of variance (MAIVOVA) revealed that education; participation in undergraduate and graduate coursework, and inservice training; and academic discipline taught had varying degrees of impact on perceptions toward exceptional student populations.
Preschool Mainstreaming: Perceptions of Barriers and Benefits by Faculty in General Early Childhood Education
Authors: Wolery Mark , Huffman Kay , Holcombe Ariane , Martin Catherine G. , Brookfield Jeffri , Schroeder Carol , Venn Martha L.
Published: November 2009

This report describes a mail survey of faculty members in general early childhood education designed to secure information about their perceptions of the benefits of and barriers to preschool mainstreaming A 22-item questionnaire was mailed to 204 general early childhood education faculty members selected randomly from all regions of the United States. A total of 114 (55.9%) questionnaires were returned in usable form. Respondents represented a full range of institutions of higher education. In all, 211 benefits in 10 categories and 202 barriers in 10 categories were listed Learning to accept differences was the mostfrequently cited benefit, and lack of trained staff and consultation was the most frequently listed barrier. Many benefits commonly ascribed to preschool mainstreaming were listed by the general early childhood education faculty. However, some (e.g., availability of peers as models, peers learning to be helpers) were cited less frequently than expected, and others (e.g., benefits to personnel preparation programs) more frequently than expected Negative attitudes were listed as a barrier by fewer than a third of the respondents. Few faculty listed skill deficits and behavior problems of children with disabilities as barriers.
An Exploratory Study of How General and Special Education Teachers Think and Make Instructional Decisions About Students With Special Needs
Authors: Blanton Linda P. , Blanton William E. , Cross Lee S.
Published: November 2009

In this study, we explored how general and special education teachers think and make instructional decisions about special needs students. Teachers viewed a videotape of a reading comprehension lesson for a small group of third grade students. One student was a target for observation and was classified as learning disabled. Quantitative and qualitative procedures were used to analyze teacher responses regarding the importance of instructional variables for the student and requests about instructional recommendations for the student. We found that general and special teacher groups may possess different professional knowledge structures from which to interpret classroom events, identify and solve instructional problems, and collaborate with each other. Implications for teacher preparation are offered.
A Family Centered, Collaborative Introduction to Developmental Disabilities: Experiential Learning for Undergraduates
Authors: Williams Wes , Christie Lu , Bakeman Anne , Dennis Ruth , Edelman Susan
Published: November 2009

In this article, we describe the emergence of the support model of services for persons with developmental disabilities. A rationale is presented for persons with developmental disabilities, their families, and university faculty members collaboratively to plan and deliver an introductory undergraduate course in developmental disabilities congruent with the support model. The content and format of a collaboratively planned course that has been taught and revised for the past 7 years are delineated. The major themes of the course include: the family-centered philosophy, respect for the values and strengths of individuals with developmental disabilities and their families, collaborative skills, and knowledge of life span issues and needs. A primary vehicle for teaching the themes is assigning hypothetical babies with severe developmental disabilities to teams of students that must then identify and meet their child's and family's needs from birth into adulthood. Course outcomes, both expected and unexpected, are presented.
The Relationship Between Efficacy and the Instructional Practices of Special Education Teachers and Consultants
Authors: Allinder Rose M
Published: November 2009

ABSIRACT: The relationship between efficacy and selected instructional vareables was explored for two types of special education teachers. Teachers were categorized either as direct service providers, who provided direct instruction or behavioral interventions to students with mild disabilities, or as indirect service providers, who spent at least 50% of their time consulting, collaborating, or team teaching with general educators. Significant positive correlations found between efficacy and three instructionally-relevant factors were for both types of teachers. Type of service was related to only one instructional component, Instructional Experimentation. Recommendations for teacher education are addressed.
Preparing Teachers of Pupils with Mental Retardation: Changes in Course Offerings from 1970 to 1990
Authors: Brusca Rita M. , Montemurro Theodore J.
Published: November 2009

The purpose of this study was to compare and corttrast from 1970 to 1990 the typical course of study for students preparing to be teachers of pupils with mental retardation. Twenty institutions of higher education were selected for examination. An analysis of program and course descraptions from the catalogs of these institutions indicated, among other findings, the following changes from 1970 to 1990: (a) little change in the high percentage of programs offering a separate course on the characteristics of mental retardation; (b) an increase in the percentage of programs offering cross-categorical courses, options to study multiple areas of disability, and coursework on severe disabilities; and (c) a decrease in the percentage of programs that require joint preparation in special and general education. A brief review of past issues in special education teacher preparation and trends for the future are presented.
Staff Training for The Inclusion of Students With Disabilities: Visions From School-Based Educators
Authors: Bradley Dianne F. , West J. Frederick
Published: November 2009

The purpose of this qualitative study was to assess staff training needs as identified by the educators who are responsible for implementing programs for students with disabilities in general education settings. Participants in the study contributed information through tape-recorded focus group interviews which took place in five schools. As categories of training needs emerged from the transcripts of the groups, a constant comparative method was used to generate eight component areas for training purposes. These components were then incorporated into a training framework that reflects the expressed needs of these educators who are being asked to implement inclusive practices. Implications for the development of inservice preparation programs for inclusive education are discussed.
A Systematic Approach to Curriculum Selection and Supervision Strategies: A Preservice Practicum Supervision Model
Authors: O'Reilly Mark , Renzaglia Adelle
Published: November 2009

Although the importance of practicum experiences in preservice teacher education programs has been well established, these experiences frequently do not receite the attention and supervision necessary to promote successful outcomes (Haberman, 1983; Warger & Aldinger, 1984; Zeichner, 1990). A practicum supervision model that facilitates quality supervision and practicum experiences for preservice teacher candidates in the area of severe disabilities is presented in this article. The model has been systematically developed and components have been and are being empirically validated.
Are We Preparing Special Educators for the Issues Facing Schools in the 1990s?
Authors: May Deborah , Kundert Deborah , Akpan Carolynn
Published: November 2009

School personnel are faced with added demands as a result of the many problems facing sociey, including teen sexuality, HIV/AIDS, drug abuse, and homelessness. The literature on these topics is reviewed as it relates to students with special needs, and the results of a survey to determine if special education teacher preparation programs offer or require coursework about these four social problems are reported. Although there was wide variability in the coverage that special education teacher preparation programs were providing on these social issues, questions are raised about the thoroughness of the preparation. The implications for special education teacher preparation programs are discussed.
Experiences of Applicants for College and University Positions in Special Education
Authors: Minner Sam , Ellswortb J'Anne , Prater Greg
Published: November 2009

The experiences of 62 individuals seeking their first higher education position in special education were assessed. Participants were asked to note how many positions they applied for, how those positions came to their attention, what application materials were submitted, and the length of time it took institutions to respond to their applications. Twelve persons were also asked to assess the interviews they had on campuses. Results revealed that each subject applied for about 6 positions, most of which were advertised in The Chronicle of Higher Education. The application materials submitted by respondents were quite similar. The majority of respondents expressed several dissatisfactions with the search process. Applicants invited to campuses for interviews also expressed many dissatisfactions with the interview process. Difficulties communicating with committee members and concerns related to financial arrangements were mentioned.
Using Peer Coaching in Preservice Practica
Authors: Pierce Thomas , Peterson Miller Susan
Published: November 2009

Providing effective supervision to preservice students enrolled in field-based practica continues to be a major challenge for university faculty. Fiscal and time constraints have necessitated the need to explore alternative models for providing feedback to students while they are placed in public school settings. Recently, researchers have begun to examine the appropriateness of infusing peer coaching procedures into teacher education programs. The results have been promising. The purpose of this particular study was to compare traditional university supervision to peer coaching procedures that were used to promote the acquisition of effective teacher behaviors. The firtdings of this investigation suggest that traditional university supervision and peer coaching procedures were equally effective for increasing desired teacher behaviors and decreasing undesired teacher behaviors. Moreover, students and their cooperating teachers both responded favorably to the peer coaching process.
The Role of Peer Coaching in Teacher Education Programs
Authors: Hudson Pamela , Miller Susan , Salzberg Charles , Morgan Robert
Published: November 2009

Field-based experiences are essential to develop preservice teachers' effective instruction skills. However, it is difficult for many teacher education programs to provide frequent field observations. Peer coaches can enhance field-based experiences by observing and recording the performance of their peers, providing feedback on observed teaching behaviors, and helping preservice teachers correct errors and improve instruction. This article reviews six peer coaching studies and discusses factors that are important to consider when using peer coaches to supervise preservice teachers during field-based experiences.
Effects of a Hypertext Computer Program on Academic Performance in a Special Education Course for Nonmajors
Authors: Rojewski Jay W. , Gilbert James P. , Hoy Cheri A.
Published: November 2009

Two hundred and twelve undergraduate and graduate students enrolled in an introductory course in special education for nonmajors were used to examine the effect of a computer-based hypertext program on academic achievement and problem-solving. Students were assigned to one of three research groups including an experimental group (hypertext-based instructional program), a comparison group (linear drill-practice computer assisted instruction), and a control group. While posttest scores were significantly higher than pretest scores, analysis of covariance procedures found no significant differences on academic achievement or problem-solving ability for participants in the three groups. In contrast, significant differences were found in participants' perceptions toward the hypertext and drill-practice comparison programs. Students were more comfortable and preferred the structure and linear style of the drill-practice method to the more flexible nonlinear style of the hypertext prototype. Implications for practice are discussed.
Widening Commencing Teachers' Understandings of Disabilities: An Inclusive Approach to the Study of Human Development
Authors: Garbutcheon Singh Michael , Wyer Douglas
Published: November 2009

The issue of disability and schooling has interested educational researchers throughout the 20th century. The implication of "otherness" when considering disabilities and schooling has been replaced, in theory if not in practice, by "normalisation" or "mainstreaming. " For such a replacement to become a totally accepted practice, normalisation must commence with initial teacher education programs. In this paper we offer some insights into how teacher education might represent the standpoint of people with disabilities. We also address the question of how an initial teacher education program might operationalise the foundational concepts of equity and social justice in educational studies courses.
Teacher Retention: A CSPD Analysis and Planning Model
Authors: Schnorr Janice M.
Published: November 2009

Teachers' perceptions of incentives and deterrents for teaching special education, teachers' movements between districts over a 5-year period, and teachezs' future professional goals were queried through a questionnaire that was distributed to 1500 teachers in Alaska who held an endorsement in special education. A supportive principal was cited by 88% of the teachers as an incentive. Deterrents included too much paperwork, too many students, demands of special education meetings, and job stress. Retention of teachers during the 5-year period was high. Approyimately 62% plan to continue to teach special education for another 3 years. However, approximately 125 additional special education teachers per year will be needed by districts during the next 3 years. Recommendations address future state and local level planning and methodology issues.
Alternative Certification Programs: A National Survey
Authors: Buck Glenn H. , Polloway Edward A. , Mortorff Robb Susan
Published: November 2009

The shortage of trained professionals in special education has given rise to varied initiatives in the area of personnel preparation. Increasingly, alternative certification programs are being considered as an option by state departments of education. Under the auspices of the Council for Learning Disabilities' Standards and Etlgics Committee, a survey was conducted of all states concerning the use of such programs to train teachers of students with disabilities. A total of 50 states (and the District of Columbia) were contacted with 51 responses received, for a 100% return rate. Over 76% of all states had alternative certification programs, with the majority having them available across early childhood, middle, and secondary education. Over 62% indicated that such programs addressed the needs of students with disabilities. A total of 24 states offered alternative cert fication programs for special education teachers in general, with a like number for learning disabilities teachers specifically. A discussion focusing on some of the issues related to alternative certification programs for the field of special education is provided.
Preparing Teachers to Work with Paraeducators
Authors: Salzberg Charles L. , Morgan Jill
Published: November 2009

The increase in numbers of paraeducators who work in programs serving students at risk has led to a recognition of the need to train teachers in supervisory skills. In this article, we review the available literature on preparing teachers to work with and supervise paraeducators. Although there is considerable agreement on the content of such preparation, the results of the review show that the number of researchers and developers in this area is currently small and that more research needs to be done on the issues surrounding this topic.
The Special Educator As Expert Witness
Authors: Stevens Ed , Snell Martha E.
Published: November 2009

The testimony of educators is crucial in legal disputes over special education programs. Both university professors and teachers may testify as ordinary witnesses, or as experts in the field. It is important for educators to understand the function of expert testimony and the ethical issues raised when the role of an expert is assumed in court. Without the leadership of educators serving as expert witnesses, the courts will continue to define the requirements of special education in terms that do not necessarily reflect the needs of children with disabilities. This article considers those issues and presents guidelines for effective testimony in the context of special education.
Doctoral Preparation in Special Education: Current Status and Trends
Authors: Bos Candace , Roberts Rhia , Rieth Herbert , Derer Kristine
Published: November 2009

Doctoral degree training programs in institutions of higher education (IHEs) are the primary means used to prepare leaders in the field of special education. Shortages of doctoral level special educators persist, and there are little data and literature about doctoral programs and students. This study was designed to update the knowledge base on special education doctoral programs, student characteristics, and student financial status in IHEs that are members of the Higher Education Consortium in Special Education (HECSE). The results indicate that both the number of focus areas of doctoral studies (e.g., early childhood, severe/multiple disabilities, learning disabilities) and the sources of student support have increased over time, with the preponderance of student support provided by federal grants which are essential to the recruitment and support of doctoral students. The two findings suggest the need for a clearinghouse of information on doctoral programs and graduates to assist agencies trying to recruit people for leadership positions.
An Apprenticeship Model to Recruit and Prepare Minority Students to Enter Special Education Doctoral Programs
Authors: Rousseau Marilyn K. , Tam Brian Kai Yung
Published: November 2009

Despite the large number of minority students in special education in the public schools, there is a critical shortage of minority faculty in special education teacher training and research. This shortage exists, in part, because many minority students do not perceive themselves as potential college professors, nor do they have a clear concept of the culture of academe or the requirements for acquiring a faculty position and attaining tenure and promotion. Equally important, minority students express a need for mentoring and financial support to enable them to pursue doctorates in special education. We describe a research-based apprenticeship model to prepare minority students to enter doctoral programs with the goal of becoming faculty members in institutions of higher education. Specific recommendations and rationale are presented for recruitment and training.
Team Teaching at the University Level: What We Have Learned
Authors: Winn Judith A. , Messenbeimer-Young Trinka
Published: November 2009

Team teaching is a growing practice at the K-12 level and one that needs to be addressed in teacher preparation programs. In this article, we analyze our experience team teaching two courses at the university level. Using our reflections as well as those of our students, we examine the differences in our team teaching of these courses. We identify context, content, and learner factors that influenced our team teaching. Finally, we make suggestions for improving university level team teaching and for supporting preservice teachers' learning to team teach in K-12 settings.
A Mentoring Program for Beginning and Veteran Teachers of Students with Severe Disabilities
Authors: Lane Gloria M. , Canosa Roslyn
Published: November 2009

There is much information available showing that special educators may be leaving the profession because of the absence of strong support systems designed to nurture their beginning years and value their expertise in the later years of their careers. Special educators working with students who have severe disabilities are one of the high risk attrition groups. Mentoring is one method of coaching new teachers and recognizing the mastery of veteran ones; it can lead to long term support for all participants. This article describes the mentorship component of a graduate program for preservice teachers of students with severe disabilities. A review of information available from successful mentoring programs provided the conceptual structure.
Influence of Preservice Teachers' Beliefs About Pupil Achievement on Attitudes Toward Inclusion
Authors: Brantlinger Ellen
Published: November 2009

This study identified beliefs about pupils, learning, and schooling held by special education preservice teachers that are likely to influence their support for the inclusion of students with disabilities in general education settings as well as their instructional effectiveness in inclusive settings. By examining written assignments and course and advising discussions, the researcher screened the written and oral narratives of 182 junior and senior majors and minors at various stages of their undergraduate special education teacher preparation. Analysis of narratives revealed that special education preservice teachers held a variety of anti-inclusion beliefs. It is suggested that if inclusion is to be successful, teacher education programs should seek antidotes to these anti-inclusion beliefs.
Using Team Teaching to Deliver Coursework via Distance Learning Technology
Authors: Collins Belva C. , Hemmeter Mary Louise , Schuster John W. , Stevens Kay B.
Published: November 2009

The Training Rural Educators in Kentucky through Distance Learning (TREK-DL) project at the University of Kentucky used team teaching in the delivery of 5 courses offered via distance learning technology. This article describes the 5 models used during the project: (a) lead/supplemental instructors, (b) multiple instructors, (c) guest lecturer, (d) co-instructors with single course content, and (e) co-instructors with coursework from two courses taught concurrently. Also, the advantages of each model are discussed.
Diversity and School Restructuring: Creating Partnerships in a World of Difference
Authors: Townsend Brenda L. , Thomas Daphne D. , Witty Janeen P. , Lee Reginald S.
Published: November 2009

As public school classrooms become increasingly diverse and school reform initiatives take shape, teacher education programs must also change. In large part, a responsiveness to all children is needed, along with considerations for children and families who have historically been less successful in scbool settings. In Florida, African American children currently experience the most negative outcomes among all ethnic groups in school settings. Having collaborated with public schools, the authors identify issues pertaining to African American children and other ethnic minority and poor children that should be addressed in school and university reform initiatives. The paper describes five research projects and presents implications for pre- and in-service preparation and practice.
Developing an Ethos for Change in a Department of Special Education: Focus on Collaboration and an Ethic of Care
Authors: Paul James L. , Marfo Kofi , Anderson Jeffrey A.
Published: November 2009

During the course of the past five years, the Department of Special Education at the University of South Florida has undergone a change process designed to position itself to better respond to the changing needs of the field as we move toward a new century. This paper describes key aspects of that change process. The introductory section outlines seven interrelated core beliefs and values that have served as the force behind the change process and guided the work of faculy and students. The second section deals with the theme of collaboration and describes the various collaborative research groups (CRGs) which provide the context for collaborative inquiry, scholarship, and program development. The paper also shows how we have used the CRGs to create linkages with other academic units in the university and with schools and the community at large.
Developing Effective UniversitySchool Consortia: Extending the Collaborative Ethos Model
Authors: Churton Michael , Paul James L. , Smith Lee , Houck Linda , Greene Marci , Anderson Jeffrey A.
Published: November 2009

As part of the USF Department of Special Education's reform and restructuring initiatives, a system of four educational consortia has been developed. Each consortium is represented by at least one campus of USF and the school districts aligned with that campus. Consortia were formed based upon the need to address changing roles in special education, decreasing resources, and a commitment to shared decision making. The four consortia are described relative to their missions, activities, and governance structures.
Developing and Using Teaching Cases in a Partnership Environment
Authors: Cranston-Gingras Ann , Raines Shirley , Paul James , Epancbin Betty , Rosselli Hilda
Published: November 2009

Teaching cases, which are true narrative accounts of authentic situations presented within their original contexts, are being used increasingly by teacher educators as a vehicle for reflective interaction about actual teaching practice. A collaborative research team at the University of South Florida has been developing, modifying and evaluating the application of teaching cases in the teacher education program. In this article, a brief history and rationale for the use of teaching cases in teacher education is presented with a description of how teaching cases are being used by the collaborative team. Cases developed by the group and the results of case teaching with undergraduate and graduate students are discussed.
Addressing the Challenges of Inclusion of Children with Disabilities
Authors: Evans Donnie , Townsend Brenda L. , Duchnowski Albert , Hocutt Anne
Published: November 2009

Reform of regular and special education continues to forge ahead although little is known about outcomes for children with disabilities in schools engaged in restructuring. While debates about the inclusion of these students continue, little consensus exists on various aspects of the moiement. This article offers a discussion of collaborations between a University and local school districts in its catchment area. It begins with a discussion of challenges associated with inclusive programming including research, philosophical, political, logistical, and policy issues. The authors end with a description of an inclusion program and research project that evolved from the University/school district collaborations.
Checklist for Successful Implementation of Field-Based Research
Authors: Hemmeter Mary Louise , Munson Doyle Patricia , Collins Belva C. , Jones Ault Melinda
Published: November 2009

In this paper, we describe a checklist for the implementation of a collaborative model for conducting field-based research. The purpose of this checklist is to provide assistance to university personnel interested in implementing quantitative single subject research investigations in field-based settings with classroom teachers, practicum students, or related services personnel implementing the intervention and assisting in data collection. Specifically, this checklist is designed to be used with personnel who may or may not have a history of implementing research or an understanding of experimental control. We describe the rationale for the development of this checklist and offer practical suggestions that may result in positive, collaborative research experience.
Multiple Perspectives on Inclusive Education: Reflections of a University Faculty
Authors: Bassett Diane S. , Jackson Lewis , Alicyn Ferrell Kay , Luckner John , Hagerty Patricia J. , Bunsen Teresa D. , MacIsaac Doug
Published: November 2009

Special and general education faculty at one university articulate issues and concerns regarding inclusive education within the fields of hearing loss, learning disabilities, emotional/behavioral disorders, severe disabilities, and visual impairments, followed by reflections from a general educator. For each area, outcomes for students with disabilities are discussed within the context of historical contemporary educational placement patterns, followed by discussions of inclusion issues specific to each disability area. For the general education area, selected patterns of pull-out are reviewed, followed by a discussion of inclusion issues specific to general education. The article concludes with a synthesis of common themes, including the need for adequate classroom supports, the need to increase collaboration in schools, the need for changes in teacher preparation practices at the preservice level, and the need for special educators to become more purposefully involved in general education reform.
Introduction to the Field of Exceptionalities: Do Textbooks Reflect Cultural Diversity?
Authors: Prater Mary Anne , Sileo Thomas W , Sileo Nancy M.
Published: November 2009

We examined 14 introductory textbooks in exceptionalities and special education, published between 1992 and 1995, to determine the inclusion of 15 topics related to cultural diversity, specifically ethnic diversity. The topics were validated by experts in cultural diversity in the field of special education. The frequency of examples of various ethnic groups was also examined. Results indicated that the topics discussed most consistently across texts were bilingual, linguistic, and dialect issues and strategies; identification and assessment issues; over-representation of culturally diverse groups in special education; under-representation of culturally diverse groups in programs for students who are gifted; and the relationship of culture to society's definition of normal and deviant. The ethnic groups most frequently referenced were African Americans and Hispanics. Recommendations for the selection and application of current introductory textbooks are presented.
Usmg Problem Solving and Effective Teaching Frameworks to Promote Reflective Thinking in Preservice Special Educators
Authors: Dieker Lisa A. , Monda-Amaya Lisa E.
Published: November 2009

As the number of teacher preparation programs that focus on developing reflective practitioners increases, there exists a need to define the components of reflective practice and to examine how various techniques affect preservice teachers' reflective thoughts. The purpose of this study was to determine the impact of training and reflective frameworks on the reflective patterns of preservice teachers. The frameworks (a series of questions that allow for systematic reflection on teaching) and training focused on aspects of effective instruction and problem-solving. A multiple baseline design across subjects was used to evaluate the effectiveness of training and reflective frameworks on levels of problem-solving in daily journal entries. Results of the study indicated that the effective teaching frameworks had minimal impact on preservice teachers' levels of problem solving. In contrast, direct training and the use of a problem solving framework increased the degree to which preservice teachers reflected on problems encountered in classroom instruction.
The Role of Focus Groups in Evaluating and Revising Teacher Education Programs
Authors: Panyan Marion V , Hillman Sherry A. , Liggett Annette M.
Published: November 2009

In this article, we discuss focus groups as a tool for evaluating and revising teacher education programs. Focus groups provide opportunities for qualitative feedback and elaboration rarely received through other evaluation methods. Four focus group interviews were conducted for graduates of and students in a Collaborative Teaching Master's Program. Their responses included not only what they liked and disliked about the program, but also why that was the case and bow it could be changed. The major program strengths related to individualizing instruction, collaboration, reflective teaching, applying bebaviorally based interventions, the teaching/learning environment, understanding and communicating effectively with families, and using progress monitoring for instructional decisions. The participants perceived the major program weaknesses to be the research courses, time constraints, IEP development, and practical relevance. The use of focus groups to complement the use of questionnaires in the revision and improvement of programs is discussed.
Collaboration Activities and Competencies of Secondary School Special Educators: A National Survey
Authors: Foley Regina M. , Mundscbenk Nancy A.
Published: November 2009

A national survey of 1000 secondary school special educators serving students with mild disabilities (i.e., learning disabilities, behavior disorders, mild mental retardation) was conducted to determine the current status of the knowledge and skills of secondary school special educators to engage in collaboration and to identify the frequency and topics of their collaborative interactions with special educators, general educators, and community service providers. Responses from 407 educators suggested that a large portion of special educators interacted frequently with general educators and other special educators, most often for the purpose of sharing information. The respondents reported interacting infrequently with community service providers. The educators perceived themselves to have an average to above average level of competence for a majority of the identified collaboration competencies. The implications of tbe findings for the development of preservice preparation and staff development programs are discussed.
Preparing Personnel for Students with Attention Deficit Hyperactivity Disorder: What the Special Projects Show
Authors: Martin Suzanne M.
Published: November 2009

Tbis special issue of Teacher Education and Special Education presents 10 articles concerned with the preparation of teachers and related service providers to work with children and youth who have attention deficit hyperactivity disorder (AD/HD). The purpose of the issue is to disseminate best personnel preparation practices regarding AD/HD obtained during 3 to 5 years of study by federally funded special projects.
A Staff Development Program in Attention Deficit Hyperactivity Disorder
Authors: Montague Marjorie , Warger Cynthia , Harris Judy
Published: November 2009

The purpose of this article is to describe a staff development program in attention deficit hyperactivity disorder (AD/HD) designed to increase the knowledge and skills of special and general educators, administrators, and related services personnel. First, a rationale is provided to support the need for staff development in AD/HD. Second, the content of the program is described as it reflects the research base in AD/HD. Third, procedures for tailoring and delivering the program to specific audiences are presented. Finally, strategies are suggested to evaluate the effectiveness of the AD/HD staff development program.
A Continuing Education Program on Attention Deficit/Hyperactivity Disorder
Authors: Kallas Anmarie , Reeve Ron E. , Welcb Ann B. , Wright James V
Published: November 2009

In 1992, The Council for Exceptional Children (CEC) was awarded a grant by the Office of Special Education Programs (OSEP) of the U.S. Department of Education to develop an inservice personnel preparation project. The goal of this 3-year project, entitled A Continuing Education Program on Attention Deficit/Hyperactivity Disorder was to enhance the knowledge and skills of special and general educators to better serve children with attention deficits. The project developed four modules that drew from CEC's Task Force on Attention Deficit Disorder (ADD), the synthesis efforts of the federally funded research centers, and other field research and practice-based initiatives. The project also developed a manual and videotape that highlight the primary issues covered in the workshops. This paper will describe the 4 modules developed by this project as well as the inservice personnel preparation program provided through the project.
Project Facilitate: An Inservice Education Program for Educators and Parents
Authors: Worthington Lou Anne , Foy Wortbam Joycelyn , Blocker Smith Cynthia Ruth , Patterson David
Published: November 2009

During recent years, the U.S. Department of Education has funded several projects designed to develop and implement personnel preparation for general and special educators who teach children with attention deficit/hyperactivity disorder (AD/HD). In this article, the authors describe Project Facilitate, an inservice education program that provides educators as well as parents with a comprehensive overview of AD/HD. The inservice education program involves the use of four self-instructional content manuals: AD/HD General Knowledge Base (GKB), Legal Issues and AD/HD (LI), Assessment of Children with AD/HD (ASSESS), and AD/HD Interventions (INTER). The evaluation of the inservice education program indicated that participants increased their knowledge in the areas of AD/HD general information, legal issues, assessment, and intervention. These findings suggest that Project Facilitate is an effective inservice education program that can empower educators as well as parents in becoming proactive problem solvers who improve the outcomes for children with AD/HD through school-home collaboration and intervention.
Implementing Interactive Professitonal Development In a Workshop Course on Educating Students with AD/HD
Authors: Bos Candace S. , Nahmias Maria L. , Urban Magda A.
Published: November 2009

Workshop courses are used frequently as a means of providing educators with knowledge and skills about current and controversial issues in the field. Research in professional development suggests that using interactive professional development that balances external and personal knowledge and takes into account teachers' attitudes, knowledge, and experiences is important when implementing such courses. Despite their frequent use, limited research has explored how these courses affect participants' knowledge, attitude, and perceived competence in educating students with AD/HD and what aspects participants view as valuable for professional growth. We explored this issue when 89 educators participated in a workshop course on educating students with AD/HD. Quantitative measures collected prior to and following the workshop indicate that educators demonstrated increased knowledge, positive attitudes, and perceived competence for educating students with AD/HD. Course evaluations, journals, and interviews provided information about aspects of the course viewed as valuable for professional growth. Implications for teacher education are discussed.
Stimulant Medication Management of Students with Attention Deficit Hyperactivity Disorder: What Educators Need to Know
Authors: Scbulz Eldon G. , Edwards Mark C.
Published: November 2009

As educators begin to address the roles of identification, evaluation, and management of students with Attention Deficit Hyperactivity Disorder (AD/HD), teachers remain relatively uninformed about their role in medical management. This article addresses the critical issues in the medication management of students with AD/HD in the classroom. The issues of considering, trying, and optimizing stimulant medication effects are discussed. Medication side effects and their manctgement, along with long-term management issues, are highlighted.
Attention Deficit Hyperactivity Disorder and Kids in the Middle: A Field Test of a School-Based Consultation Model
Authors: Bradley-Klug Kathy L. , Shapiro Edward S. , DuPaul George J.
Published: November 2009

A school-based collaborative consultation model was designed and field-tested to increase the core knowledge of AD/HD and effective intervention skills of middle and junior high school staff The model provided both direct and indirect consultation to school districts and included three levels of service: in-service training, on-site consultation, and advanced training witb follow-up consultation. Results of a field test are reported. Across a total of 57 participating school districts, 2,928 different personnel received contact with project activities. Most districts selected general in-service programs focused on knowledge dissemination to regular and special education teachers as well as consultation around individual students. In particular, self-management interventions for adolescents with AD/HD were implemented. Outcomes of the project as measured by consumer satisfaction ratings and 3-month follow-up data strongly suggest that the model was successful in substantially increasing core knowledge about and improving services to middle school students with AD/HD. Factors found to facilitate and maintain the knowledge base developed as a function of participating in the project are discussed and suggestions for implementation of this model of service delivery in school districts are presented.
Student-Centered or Content-Centered? A Case Study of a Middle School Teacher's Lesson Planning and Instruction in Inclusive Classes
Authors: Boudah Daniel J. , Deshler Donald D. , Schumaker Jean B. , Lenz B. Keith , Cook Becky
Published: November 2009

The purpose of this case study was to explore how a middle school teacher makes decisions about individualization and to determine the conditions under which more individualization can take place in daily lessons for students with learning disabilities. In the first year of the study, initial findings revealed content-centered planning and instruction as a prominent theme. In the second year, the planning and instruction of this teacher changed to focus more on the academic diversity of students in her classes. Implications are drawn regarding bow researcher attention to teacher practices may impact the amount of teacher attention given to students with special learning needs.
Preparing General Education Teachers for Inclusive Settings: A Constructivist Teacher Education Program
Authors: Lesar Sharon , Benner Susan M. , Habel John , Coleman Laurence
Published: November 2009

Current efforts to reform special education are contingent upon preparing general education teachers at the preservice level for inclusive classroom settings. In this article, we describe the development, implementation, and evaluation of innovative preservice teacher education program in elementary education in the Inclusive Early Childhood Education Unit at The University of Tennessee. This program possesses several distinctive features: a three-phase training model; alternative approaches to instructional delivery, curricula, and assessment; local school mentoring; and extensive field-based experiences. Program outcomes from mentoring teachers, school administrators, and students were collected to assess the impact of the program.
The Expanding Role of LEAs in Special Education Teacher Preparation: The View from a Local School District
Authors: Gaynor John F , Little Mary E.
Published: November 2009

Increasingly local school districts are implementing alternative certification (AC) programs to alleviate the shortage of special education teachers. We situate special education AC programs in the context of an earlier AC movement in regular education, discuss important differences between the two, and attempt to clarify the terminology. Following a review of published reports of AC programs based in universities, state education agencies, and local school districts, we report the Volusia County Alternative Add-On Certification Program (VCAAP), emphasizing the importance of IHE collaboration in the development and progress of the program. We conclude with a discussion of necessity and collaboration, the paper's dominant themes, and suggest how the interplay of these themes can influence the future course of teacher education in special education.
Beginning Teachers in Special Education: A Model For Providing Individualized Support
Authors: Rosenberg Michael S. , Griffin Cynthia C. , Kilgore Karen L. , Carpenter Stephanie L.
Published: November 2009

In the face of acute personnel shortages, large numbers of beginning special education teachers are abandoning their chosen careers. Under the best of conditions, novice special educators are both a valuable and fragile resource with even the most motivated and best prepared experiencing frustration, stress, and disillusionment. In this article we describe a model for providing individualized and comprehensive support for beginning special educators. The underlying assumption of the model is that support for beginning teachers must take into account the full series of dynamic interacting factors that are (a) specific to the individual and (b) specific to the teaching environment and tasks that are to be accomplished. After describing the interacting factors in the model, we provide recommendations for implementation of the beginning teacher support model.
Preparing Teachers for Instructing Multiple Ability Groups
Authors: Mabeady Larry
Published: November 2009

The 21st century poses a formidable instructional challenge for preservice teachers and teacher educators alike. Dramatic changes in student demographics, exponential increases in the knowledge base to be mastered and applied, and dwindling levels of public and administrative support for education have placed educators in the unenviable position of trying to do more with less—and calling it better. In this paper, I highlight many of the instructional implications associated with teaching diverse groups of learners, describe briefly some promising educational practices for meeting the instructional needs of such students, and explore how those within departments, schools, and colleges of education might go about better preparing their future teachers for accommodating such learning differences.
Instructional Technology and the Teacher Educator
Authors: Wager Walter
Published: November 2009

The use of technology in public schools has become common in recent years. This development makes it impoytant for teacher educators, including those who prepare special education teachers, to incorporate technology into their own instruction to better prepare future teachers for the use of technology. This paper, discusses four factors related to the use of technology by teacher educators: motivation, when and where to use technology, how to use technology, and factors that affect the integration of technology. Throughout the paper, examples of the use of technology in both teacher education and in public school education are provided. Useful resources that will help the teacher educator incorporate technology into preservice preparation programs are also cited.