bluuebunny/crossref_metadata_2025 huggingface dataset:
Ethnographic Interviews for Information about Classrooms
Authors: Miller Maurice
Published: November 2009

Ethnographic research methodology is reviewed as an emerging methodology in special education, with application made particularly to understanding regular classrooms into which students with learning handicaps may be integrated. Suggested descriptive questions for an ethnographic interview are given. This questioning format has use both in research investigations and for the individual teacher who wants to better depict a classroom from the regular classroom teacher's perspective.
The Self-Efficacy Interaction Between Regular Educators and Special Education Students
Authors: Sachs John J.
Published: November 2009

The Student-Teacher Self-Efficacy Interaction Model is described as well as how this model provides an explanation for the problems associated with responding to the national emphasis on mainstreaming and the Regular Education Initiative. The variables that contribute to the low self-efficacy of regular educators and special education students and the resultant negative interaction are discussed. Problems that the Regular Education Initiative perpetuate are discussed. A rationale is presented as to why teacher preparation programs will need to reorganize if we expect regular educators to successfully mainstream special education students.
An Examination of Bilingual Special Education and Related Training
Authors: De Leon Jozi , Gonzales Eloy
Published: November 2009

Court mandates and legislation have established the groundwork for the provision of equal educational opportunity and an appropriate education for culturally and linguistically different exceptional students. This process has in turn demanded that training programs be established to prepare teachers and other personnel who can meet the special needs of these individuals. Without adequate numbers of bilingual special education and related area training programs, implementation of the provisions of litigation and legislation will be impeded. This study surveyed Institutes of Higher Education to determine the number of bilingual special education, bilingual school psychology, bilingual diagnostician, and bilingual speech language pathology programs in the United States. The ethnic makeup of trainees, area of concentration, targeted language, and level of programming were also investigated. The number of minority faculty providing the specialized training and the type of funding the programs received were also examined. The results indicate that, while there has been an increase in programs and trainees, the numbers of those currently enrolled and graduates still do not meet current needs, according to prevalence figures. There are shortages of trainees in certain areas of exceptionality as well as at certain levels of training. Federal funding appears to be crucial for the continuation and enhancement of training.
Power
Authors: Fradd Sandra H. , Bermudez Andrea B.
Published: November 2009

Matching instructional and assessment approaches with the process of second-language learning facilitates understanding the specific risks of at-risk and handicapped limited English proficient students. An instructional and assessment model that fosters the development of second-language skills by integrating writing with listening, speaking, reading, and problem solving has been developed and field tested in regular and special education classes. This model, POWER, draws on selected features of five instructional approaches or movements currently being used in a variety of instructional settings. These features include process-oriented instruction, a whole language approach, cooperative learning, cogritive mapping, and reaching and writing across the curriculum.
An Expanded View on Consultation Competencies for Educators Serving Culturally and Linguistically Diverse Exceptional Students
Authors: Harris Kathleen C.
Published: November 2009

The purpose of this article is to define educational consultation, review competencies needed by educational consultants, and specify those competencies essential for educators who serve children with special needs who are from culturally and linguistically diverse backgrounds.
Assessment and Intervention Model for the Bilingual Exceptional Student (AIM for the BESt)
Authors: Ortiz Alba A. , Yelich Wilkinson Cheryl
Published: November 2009

The Assessment and Intervention Model for the Bilingual Exceptional Student (AIM for the BESt) suggests a service delivery system designed to (a) improve the academic performance of limited English proficient students in regular and special education programs, (b) reduce the inappropriate referral of LEP students to special education, and (c) ensure that assessment procedures are nonbiased The model involves the use of three interventions: campus-based problem-solving teams, criterion-referenced or curriculum-based assessment, and effective instructional practices, with a focus on reciprocal interaction teaching. This article describes the model and suggests the type of inservice training needed by regular and special educators who serve language-minority studetns.
Teacher Attitudes Toward Social Skills Training
Authors: Bain Alan , Farris Howard
Published: November 2009

Social skills training has become a popular intervention for teaching prosocial behavior to handicapped and nonhandicapped adolescents. While there has been extensive research on the use of social skills training, there has not been an accompanying examination of the willingness and preparation of teachers to implement this intervention. This study addressed this issue by surveying the staff of five urban secondary schools regarding their attitudes toward social skills training. More than 82% of teachers surveyed supported the inclusion of social skills training in the school curriculum; 75% indicated that they were willing to conduct the intervention in secondary schools, though they reported that certain aspects of the training may be difficutt to implement. While the majority of teachers were supportive of social skills training, significant differences were found in willingness to be involved when respondents were categotized according to their subject area and the school in which they taught. The implications for school-wide social skills education are discussed.
Issues in lmplementming the Adaptive Learning Environments Model
Authors: Clark Charlotte R. , Bott Deborah A.
Published: November 2009

lssues are discussed that arose in the training and implementaiyon of the Adaptive Leaming Environments Model at two different sites. A brief description of the model and the sites is followed by specific issues. Suggestions are made for ameliorating conditions that might arise in other training and implementation endeavors with this model and others aimed at mainstreaming and school improvement.
The Regular Education Initiative— Can We Proceed in an Orderly and Scientific Manner?
Authors: Maheady Larry , Algozzine Bob
Published: November 2009

Restructuring education to better accommodate students with learning problems in regular classrooms has become a topic of some concern for professionals in special and regular education. Advocates of the Regular Education Initiative argue that problems in the current special education service delivery system mandate the need for addressing alternative approaches to providing special instruction to the large numbers of mildly handicapped students in America's schools. Those opposed to expanding the partnership between regular and special educators argue that current teacher training, attitudes, and administrative iiiiistructures work against efforts to place very many exceptional students in regular classrooms for instruction. We see value in both sides of the arguments that have been presented, and we are concerned that all the dialogue may not lead to action. We believe that what may be more important than winning the argument is how to respond to the critical issues raised by concerns about where to best educate students with problems leaming in regular classrooms. We believe that special students should be educated with students who are not exceptional to the maximum extent possible. In this article, we address system-level, school-level, and child-level concems that we believe must be addressed if efforts to operatlonalize this idea are going to be given a reasonable scientific test.
Meeting the Personnel Needs of PL 99-457 A Model
Authors: Beth Bruder Mary , Brinckerhoff Joan , Spence Kathleen
Published: November 2009

The current demand for personnel to provide early intervention services under PL 99-457 far exceeds the supply. Furthermore, most colleges and universities are not prepared to develop the necessary curriculum to begin the training of infant specialists. In an attempt to ameloriate this situation, the University of Connecticut has offered a unique preservice graduate training opportunity for infant specialists. The program structure, content, and outcomes from the past 2 years are presented as a model for other institutions of higher education.
Evaluating the Impact of a Secondary Transitional Teacher Preparation Program
Authors: Langone Ghristine A. , Langone John , McLaughlin Phillip J.
Published: November 2009

Special education personnel preparation programs are increasingly placing more emphasis on providing preservice and inservice teachers with competencies needed to help students make successful life transitions. The development, implementation, and evaluation of effective teacher training programs is vital to accomplish effective transition. This research describes a program aimed at increasing teacher competency in secondary transitional programming. Descriptive data including interviews, observation, document analysis, and survey methods were used to provide a view of teachers' efforts to implement the curriculum over a 3-year period. Analysis of the data provided detailed information about the extent of program implementation and 6 factors affecting teachers' local efforts. Most teachers reported change in knowledge, attitudes, behavior, and motivational levels; however, implementation was in an initial or trial stage. Effective teacher training programs must include not only technical knowledge, but also practical skills to help classroom teachers face the challenge of day-to-day realities of schooling.
What's in a Word? On Our Acquisition of the Term "Language Learning Disability"
Authors: Smith Cheryl A.
Published: November 2009

The need for a common vocabulary and conceptual orientation is discussed as it relates to the notion of language learning disability. Components of language, dimensions of language performance, and the processing of language all contribute to the concept of language learning disability. The social construction of collaborative meaning is discussed as it relates to the need for a common vocabulary applied in an interpersonal context and to the larger context of the school or classroom. Implications for teacher training are discussed.
Changing Attmitudes Toward People with Disabilities
Authors: Eichinger Joanne , Rizzo Terry , Sirotnik Barbara
Published: November 2009

This study investigated changes in attitudes toward persons with disabilities among students in an introductory special education class (experimental group) and students in a general foundations of education class (control group). A multifaceted intervention consisting of information, contact, and persuasive messages was provided to students in the experimental condition during a 10-week course. Results indicated that students in the experimental group had significantly greater improvement in attitudes than students in the control group, as measured by the Attitudes toward Disabled Persons scale. Students in the experimental group reported that contact was significantly more influential in changing their attitudes than either information or persuasive messages.
Teachers' Views of Community Instruction
Authors: Westling David L. , Fleck Lerena
Published: November 2009

The recent emphasis on community-based instruction calls for instructional arrangements that differ considerably from traditional classroom practices. This relatively new approach to special education for students with moderate and severe handicaps requires examination and modification of curriculum and instruction by teachers and administrators. The purpose of this survey was to examine the views of teachers with community-based instruction experience related to instructing students in community settings. Special education teachers and college students majoring in special education who taught in community settings for a 4-month period completed a questionnaire regarding their experiences and the implications for community instruction. The questionnaire results suggested implications both for the continuation of community instruction and the preparation of teachers to provide this instruction.
A Survey of Mainstreaming Practices
Authors: Bacon Ellen H. , Schulz Jane B.
Published: November 2009

Elementary and secondary general education teachers identified as effective instructors of students with handicaps in the regular classroom were interviewed. They completed open-ended questions in a structured format and rated instructional modifications according to frequency of use. Elementary teachers reported fewer students with handicaps in their classes than did secondary teachers, who reported they frequently taught students with handicaps in "slower" track classes. Elementary teachers reported using individualized instruction and receiving support from special education teachers more often than did secondary teachers. Both groups frequently used instructional modifications such as shortened assignments, oral tests, study buddies, lower-level worksheets, and preferential seating.
General Education Teachers' Interest in Special Education Teaching
Authors: Billingsley Bonnie S. , Cross Lawrence H.
Published: November 2009

In an effort to avoid hiring unprepared teachers, school systems may want to consider hiring general education teachers who are certified in special education. This study provides information about a potential "reserve pool" of special education teachers; specifically, general education teachers with special education certificates who have not previously taught in special education. We invesdgated the extent to which a sample of these general education teachers might be interested in moving into special education positions and their reasons for not having taught in special education. We also identified perceived deterrents to special education teaching and potential incentives that might influence them to consider teaching in special education. Questionnaires from 82 respondents were analyzed. Over half of these general educators indicated that they would consider special education positions. Respondents indicated that primary deterrents to special education teaching included paperwork and factors related to working with special populations. Potential incentives for special education teaching included adequate teaching resources and materials, minimal paperwork/nonteaching duties, opportunity to move back to general education teaching, and a modest increase in salary.
Supervising Practicum Students
Authors: Schuster W. , Stevens Kay B.
Published: November 2009

Selecting, supporting, and evaluating field-based supervising teachers for practicum students, teacher interns, and student teachers in special education is an important aspect of teacher-training programs. Based on the supervision of over 400 practicum students and observation of supervising teachers, characteristics and practices that have been found effective in providing successful practicum experiences are offered. These characteristics and practices are focused on three broad areas, including preparing for the practicum student, providing an exemplary model and setting for the practicum student, and communicating with and evaluating the practicum student.
Professional Coaching
Authors: Peterson Miller Susan , Harris Carolyn , Watanabe Addison
Published: November 2009

The purpose of this investigation was to determine the effectiveness of using professional coaching to increase positive teacher behaviors and decrease negative teacher behaviors. The subjects in this study were six teachers enrolled in a 5-week summer practicum to provide learning strategies instruction to upper elementary through high school students. A team-teaching format was used. Each team participated in two structured coaching sessions. Data were collected during three study phases: baseline, treatment, and posttreatment. The coaching sessions were effective for improving teacher skills. Moreover, these skills were maintained for 3 months following the treatment and generalized to new settings. These findings have implications for teacher training at both preservice and inservice levels.
Teachers' Assumptions and Beliefs About the Delivery of Services to Exceptional Children
Authors: Wilson Anne J , Silverman Harry
Published: November 2009

Teachers and principals from three school districts were interviewed concerning their assumptions and beliefs about the basis for pupils' underachievement and about their own roles in delivering special education to pupils. Interviews covered the topics of identification, prereferral and assessment procedures, programming both prior to and following placement of pupils in special education programs, ongoing evaluation and review procedures, and communication among staff and with parents Responses were coded on a 7-point scale to reflect a "restorative" (i.e., deficit-centered) vs. a "preventive" (i.e., program-centered) viewpoint, on each of the topics. Results indicated that belief systems were consistent within individuals, and varied widely within and across teaching roles. A significantly higher proportion of principals than of regular classroom and subject teachers were rated as holding preventive beliefs, while the proportions of resource teachers and segregated class special education teachers rated as preventive were ranked between those of principals and regular teachers. Correlations between members of a school staff were for the most part significant, suggesting a peer influence on stated beliefs and assumptions. The operational definition of belief systems presented here offers a tool for examining teachers' beliefs about their responsibilities toward exceptional children and the factors that influence these beliefs.
The Regular Education Initiative
Authors: Davis Jane C. , Maheady Larry
Published: November 2009

This study was conducted to examine education professionals' attitudes toward the Regular Education Initiative (REI). The REI is a proposed reform movement designed to restructure general, compensatory, and special education service delivery systems. A six-page survey was mailed to 1200 educators (400 general education teachers, 400 special education teachers, and 400 building principals) in the state of Michigan. This survey assessed educators' agreement with REI goals and acceptance of proposed methods for impiementing the initiative. In addition, respondents noted their technical assistance needs in carrying out the reform agenda and cited specific factors that they believed impeded or promoted the movement in their own school systems. Of a possible 1,177 scorable questionnaires, 605 were returned, yielding a 51% response rate. Results indicated general agreement with the majority of REI goals and procedures. Some significant differences emerged, however, among the three groups of respondents on specific items.
Initiating Change
Authors: Welch Marshall , Hardman Michael L.
Published: November 2009

This article examines the University of Utah's approach to preparing teachers of students with disabilities for change in the schools. A rationale for why teachers must understand the change process is presented in the context of both government-mandated and school-based reform movements. The discussion describes the basic components of what teacher candidates examine in coursework and field experiences at the University of Utah in understanding the process of change. These include professional roles, socio-technical systems analysis, cultural perspective, and ongoing technical support.
Developing Mentor/Induction Year Teacher Dyads in a Generic Special Education Teacher-Training Program
Authors: Kueker Jean , Haensly Patricia
Published: November 2009

First year teaching is a difficult and professionally threatening period in any teacher's career, particularly special education teachers. Many human service fields use mentorship during the novice years for improving job satisfaction and promoting retention. Because of the shortages of certified special education teachers, the value of providing mentors to induction year teachers was explored. The purposes of this pilot study were (a) to examine the perceptions of mentor characteristics, (b) to develop a training workshop, and (c) to gather preliminary data on the effects of mentor/protege training. Results indicated that (a) perceptions of important mentor characteristics changed with training, (b) all novices valued having a mentor, and (c) most mentor/ novice pairs met regularly. The implications and the educational importance of the findings are discussed.
Understanding the First Year Teacher: Implications for Induction Programs
Authors: Cheney Christine O. , Krajewski Junean , Combs Martha
Published: November 2009

In this paper, we describe the observations made of first year teachers in a collaborative induction program sponsored by a college of education and a school district. The novice special and elementary educators were observed to pass through five microphases of development during their first year. These included (a) order/time filling, (b) timing, planning, and management, (c) experimentation, (d) long range planning, and (e) focus on students. Each of these micro-phases is described as they apply to special education teachers, and implications for induction year programs are discussed.
Preparing Teachers to Work with Adolescent Students who are Hearing Impaired: A Survey of Training Programs
Authors: Luckner John L.
Published: November 2009

A survey of teacher preparation programs in the area of education of hearing-impaired students in the United States and Canada was conducted. The purposes were (a) to identify which type of service delivery roles teachers are being prepared for, (b) to identify state and province requirements for secondary teachers, (c) to identify the type of coursework provided for preparing teachers to work with adolescents, and (d) to assess the overall level of preparation of graduates to teach secondary students. Results indicate that most programs train their students to work in self-contained settings. Almost all programs are located in states or provinces that do not require special certification to be a secondary teacher of hearing-impaired students. The majority of programs do not provide a course on how to educate secondary students. And a high percentage of teacher trainers do not feel that their graduates are well prepared to teach secondary students with hearing impairments. Concerns about preparation of secondary teachers of hearing-impaired students are presented and discussed.
Sexuality Education in the Secondary Special Education Curriculum: Teachers' Perceptions and Concerns
Authors: Brantlinger Ellen
Published: November 2009

Secondary teachers of students with mild mental handicaps discussed the factors that influenced their decisions about teaching family life education. Although teachers believed that their students would benefit from comprehensive and realistic family life programming, only about a third of them had offered it. Teachers were wary of an adverse reaction from students, students' parents, and their administrators. Many said that they were unsure of appropriate content and teaching strategies. Few had received even minimal preparation for teaching sexuality education in their preservice education.
Educational Services for Students with Behavior Disorders: A Review of Individualized Education Programs
Authors: Epstein Michael H. , Patton James R. , Polloway Edward A. , Foley Regina
Published: November 2009

Individualized education programs (IEP) of 107 junior high students with behavioral disorders were reviewed. The review focused on the current types of behavior problems displayed by the students and the types and frequencies of the annual goals listed for each of the students. An average of 2.4 behavior problems were noted per student, while an average of approximately 4 goals were listed for each. There was a low correlation between the nature of the problems cited and the goals stated. The implications of these findings for an understanding of educational services for students with behavioral disorders and as a basis for change in current practices are discussed.
Defining and Redefining Instructional Practice in Special Education: Perspectives on Good Teaching
Authors: Sue Englert Caro , Tarrant Kathi L. , Mariage Troy V.
Published: November 2009

The process-product literature has focused on quantitative measures of teacher behavior that correlate to student achievement of basic skills. In this article, we review the general findings from the process-product literature on effective teaching. We also suggest a conceptual framework for extending our understanding of effective teaching based on recent studies focusing on the qualitative dimensions of teacher behavior associated with the development of higher-order thinking and problem-solving abilities. These dimensions involve teachers' abilities to model cognitive strategies in meaningful and purposive activities, promote classroom dialogues about strategies and processes, responsively adjust instruction on a moment-to-moment basis given their students' changing states of knowledge and abilities, and establish classroom communities in which students collaboratively and cooperatively participate in inquiry-related activities.
Teaching Fourth Generation Evaluation Through Monologue Interpretation
Authors: Hepburn Eric , Sparks Cheryl
Published: November 2009

In this article, we illustrate the use of an alternative teaching method devised to help translate theoretical materials into a usable form for classroom application. Through monologue interpretation, the tenets of Guba and Lincoln's (1989) Responsive Constructivist fourth generation evaluation model were presented to a graduate level class consisting of public school classroom teachers. The materials that had previously been perceived as abstract and of little practical use became more accessible after the learning experience. The importance of this is compounded by the potential of fourth generation evaluation to provide an alternative approach to curriculum evaluation.
Stopping Burnout Before it Starts: Prevention Measures at the Preservice Level
Authors: Greer John G. , Greer Bonnie B.
Published: November 2009

Although a great deal of attention has been focused recently on the problem of teacher burnout, very little has been done at the preservice level to prevent it. If, as many believe, burnout is most likely to occur in the first three years of teaching, steps should be taken during preservice training to help future teachers deal more effectively with the challenges and stress they will undoubtably encounter. The authors develop this rationale and identify four possible components of a burnout prevention curriculum, including 1) the development of realistic expectations, 2) the encouragement of detached concern, 3) a better understanding of classroom successes and failures, and 4) an introduction to various stress reduction strategies.
Special Education Leadership: Supply and Demand Revisited
Authors: Pierce Thomas B. , Deutsch Smith Deborah , Clarke Jane
Published: November 2009

Since 1985, the Higber Education Consortium for Special education (HECSE) has followed the supply and demand needs of special education professionals at universities. A survey was developed and sent to all special education doctoral training programs. The survey yielded results that add to the existing data base on the continuing need for leadership personnel at the university level. Of particular note were the seemingly lower enrollments at IHEs as well as the growing number of doctoral graduates taking positions outside of higher education.
Research Experiences of Doctoral Students and Publication After Graduation
Authors: Troup-Leasure Karyl , Eichelberger R. Tony , Zigmond Naomi
Published: November 2009

Graduates of a Special Education Program between 1975-1988 were surveyed to investigate research-related graduate experiences and rates of publication after graduation. Those students who published an article or presented a paper at a national conference published signficantly more after graduation. As expected, graduates who were employed in academic or research positions published significantly more than those in practitioner positions. Those who had research apprenticeships published significantly more than those who did not have such apprenticeships, regardless of whether they took a practitioner or academic/research position after graduation. Also, students who had research apprenticeships viewed their relationship to their faculty mentor differently than other students. Students' career goals or other variables may have affected the type of graduate program they experienced, thereby limiting our ability to draw causal relationships between graduate research experiences and later publication rates.
Readability, Interest, and Content of Current Mainstreaming Textbooks
Authors: Allinder Rose M , Peterson Reece L.
Published: November 2009

The readability, interest level, and contents of 18 current mainstreaming textbooks were assessed Results revealed that readability and interest level were comparable among the texts. A survey of the contents of the texts revealed more variation. Implications of these results for teacher training are discussed.
Impressions of the Czechoslovakian Educational System: Before and After the Velvet Revolution
Authors: Nevin Ann , McNeil Mary , Thousand Jacqueline
Published: November 2009

We provide a description of the Czecho-Slovak Federal Republic (CFSR), emphasizing the educational impact of the political changes since the November, 1989 revolution. Opportunities for collaborative research and teaching programs are discussed in view of the authors' recommendations for successful collaboration with international colleagues.
Distance Education: Promises and Cautions for Special Education
Authors: Howard Sydney W. , Mulligan Ault Marilyn , Knowlton H. Earle , Swall R.A.
Published: November 2009

In this paper we present an overview of selected distance education technologies and a discussion of the potential benefits and abuses for special education of interactive television (I7-V) distance education. The technologies we describe include microcomputer systesrc,s, satellite transmission, and telephone lines as media transmitters. A discussion of the usefulness of ITV systems within special education focuses on direct services to students with special needs and support services to teacher trainees, teachers, parents, administrators, and related service personnel. Cautions are also advanced, recognizing the potential for distance systems to facilitate the exclusion of various students with special needs front home-school or classmom-based instruction.
Special Education Faculty Involvement with College Students with Disabilities
Authors: Scott Sally S.
Published: November 2009

It has been proposed that special education faculty may have a valuable role to play in providing support to college students with disabilities, but little information exists about how special education faculty are currently interpreting this role. A national survey of special education faculty was conducted to obtain information on the extent and nature of involvement, beliefs about this role, and the rewards and incentives available for participating in activities in support of college students with disabilities. Results indicated that special education faculty are involved in formal support programs and other activities on a widespread basis although time commitments are minimal. Findings suggest a need for improving communication with formal campus support programs and for realigning institutional reward systems to address faculty interests and campus needs.
Preparing Teachers for Their Legal Responsibilities in facing School-Age Suicide
Authors: Anderegg M.L. , Vergason Glenn A.
Published: November 2009

In the face of the epidemic increase in school age children who attempt or commit suicide, this article addresses the preparation of future teachers for fulfilling their legal responsibilities in that area. We describe the parameters of the legal responsibility teachers face when threats or attempts of suicide occur. We then draw implications and make specific suggestions about how to address those implications in schools and in teacher education.
Teacher Preparation for Culturally Diverse Urban Students: Infusing Competencies Across the Curriculum
Authors: Burstein Nancy , Cabello Beverly , Hamann Janet
Published: November 2009

A major priority in teacher education is to prepare teachers to serve an increasingly culturally and linguistically diverse urban student population. Learning to teach culturally diverse students, however, is challenging given their diverse and often special needs. In this paper, a program is described in which competencies important in serving culturally diverse learning handicapped students (CDLH) were infused throughout an existing teacher education program. First, we discuss the rationale for an infusion approach. Then we describe the infusion model developed for the program, and its implementation and effectiveness in preparing teachers for CDLH students in urban schools. Finally, we examine the implications of an infusion approach for teacher education programs.
Preparing Special Education Teachers for Urban Settings
Authors: Kozleski Elizabeth B. , Sands Deanna J. , French Nancy
Published: November 2009

In this article, we describe a special education personnel preparation program designed to prepare special educators to meet the increased demand for urban special educators. The urban school environment demands special educators who are prepared to teach students not only with diverse linguistic, ethnic, and cultural backgrounds, but students for whom poverty, disease, and transience are major elements of their life style. The program was designed to provide immersion in urban schools while learning the instructional and collaborative skills needed to thrive in an environment that few of the graduate students had been exposed to. In addition to its focus on urban education issues, the sequence of the internship was unusual in that interns completed their internship during the initial rather than final year of the program. Through an analysis of interviews with graduate students and mentor teachers from all three years of this project, we provide a discussion of the expanded role and responsibilities of special educators in urban settings and the effectiveness of an immersion year on special educators.
Trainees' Perceptions of Types of Instructional Practices Modeled in an Urban Teacher Education Program
Authors: Ellsworth Nancy J.
Published: November 2009

The need for teachers who are prepared to work with the increasingly diverse population of special education students in urban areas has become critical. Accordingly, teacher educators must seek to improve the effectiveness of their programs. Urban trainees will need to be competent in a wide range of research-based instructional practices, and teacher educators can introduce these practices to trainees by modeling them in teacher education courses. In order to investigate current practice, this study examined urban trainees' (N=249) perceptions of the frequency and importance of teaching methods modeled in their professional training. The results of a survey suggested that little variety of instructional practices was erycployed and that trainees tended to value most those approaches most frequently used. The expansion of research and training efforts in this area is recommended.
What Special Education Teachers Should Know About Cooperative Learning
Authors: Mainzer Richard W. , Mainzer K. Lynne , Slavin Robert E. , Lowry Elizabeth
Published: November 2009

In this article, we examine several important issues for special educators in the implementation of cooperative learning. To address effectively the needs of students with mild disabilities in regular classrooms and curricula requires a multi-faceted approach that incorporates the dynamics of reciprocal collaboration, cooperative learning, teaming, and effective instructional support technaques. The need for a collaborative ethic among general and special educators is descrihed. The efficacy of cooperative learning that focuses upon achievement outcomes especially related to students with mild disabilities is reviewed. The components of a cooperative approach that enhances the integration of students with mild disabilities and fosters high achievement levels are discussed, as well as a schoolwide restructuring model designed to embrace student diversity and enhance the achievement of all students, including students with mild disabilities, in regular classrooms.
Teamed to Teach: Integrating Teacher Training through Cooperative Teaching at an Urban Professional Development School
Authors: Fager Patricia , Andrews Thomas , Jo Shepherd Margaret , Quinn Edward
Published: November 2009

One feature of current school reform efforts has been the formation of partnerships between schools and universities in the form of Professional Development Schools (PDS). In this article we describe a Professional Development School project at two schools in New York City that has resulted from collaborative efforts of staff members of Community School District #3, the United Federation of Teachers, and Teachers College, Columbia University. A major problem confronting teachers in urban schools is a pervasive sense of isolation. To combat this problem, a cooperative teaching approach was adopted as a focus of this PDS project. An outgrowth of this approach has been the joint preparation of special and regular education students enrolled in preservice programs.
Continuing Professional Development for Urban Special Educators
Authors: Elliott Marjorie A. , Jackson Yvette , Alvarez Carmen
Published: November 2009

In this article we describe the conditions in urban school districts that reflect the change in student populations and the necessary response from professional development initiatives. The Quality Improvement Program Plan (QUIPP) serves as a model professional development program. It promotes and supports the development of programs that meet both individual and school needs. QUIPP provides a variety of options for special education teachers and paraprofessionals that focus on curriculum issues and demonstrates how to apply teaching strategies and modifications more effectively. This program plays a significant role in a centralized system prepared to provide technical assistance to community school districts for the provision of special education instructional services to students with disabilities.
Preparing Early Childhood Special Educators for Urban Settings
Authors: Milian-Perrone Madeline , Alicyn Ferrell Kay
Published: November 2009

The need for professionals in the field of early intervention continues to increase as states implement PL 99-457. University preparation programs have the challenge and responsibility to design Early Childhood Special Education programs that adequately address the needs of young children and families in their local communities. In this article we discuss some of the critical problems facing young children and families, specifically, AIDS, drug and alcohol abuse, and child abuse. Implications for early invention professionals are presented, and recommendations for areas of inclusion in Early Childhood Special Education preparation programs are provided, particularly for programs training professionals to work in urban settings.
Changing the Way We Do Our Business: One Department's Story of Collaboration with Public Schools
Authors: Paul James L. , Duchnowski Albert J. , Danforth Scot
Published: November 2009

In this article we describe the efforts of one university's department of special education to respond to the major changes occurring in public education. The structural changes and philosophical redirections of public education policy, together with the basic changes in the demographic characteristics of students, have created a context in which the fundamental assumptions and the professional practices of special education are being reconsidered. The restructuring movement in education and the inclusion movement in special education affect every aspect of education and schooling, including teacher education. The perspective and activities described in this article tell a story of a department that has changed its approach to educating special education teachers by making a total commitment to align its work with public schools in developing a network of Professional Development Schools to reflect a collaborative model of training and research.
A National Survey of Certification Requirements for Teachers of Students with Mild Handicaps: States of Confusion
Authors: Putnam M. Lewis , Vanselow Habanek Darlene
Published: November 2009

A National survey of state directors of education was undenaken to determine the certification requirements for teachers of students with mild di,sabilities-learning disabilities, emotional disturbance, and mental retardation. We found a great deal of inconsistency across states that resulted from six issues: diffe?lng certification levels, diffenng ceatification categories, combinations of grade levels and certification areas, general education certification, certification language, and special education terminology. These findings point to a need for collaboration among legislative bodies, colleges of education, and departments of special education to review current teacher preparation and certification standards for the purpose of reaching some level of consistency and consensus.
The Development of Burnout Among Special Educators
Authors: Frank Alan R. , McKenzie Robert
Published: November 2009

Although numerous studies have examined the phenomenon of burnout among special educators, the manner in which stress develops over time has not been addressed. Tlais article describes a study in which special educators were followed over the 5-year period following the receipt of their undergraduate degrees in special education. Participants responded to a questionnaire and the Maslach Burnout Inventory, which was administered 3 times in Years 1-2 and 3 times in Years 4-5. Results indicated that teachers (n = 41) who remained in special education experienced slow but steady increases in emotional exhaustion over the course of the 5 years. Some differences concerning trends in emotional exhaustion were observed among subgroups of teachers.
Factors Related to Concentration Area Choice Among Undergraduate Special Education Majors
Authors: Winkler Crowley Abby L. , Kobl Frances L.
Published: November 2009

In this study, we investigated the effects of 15 factors on students' selection of concentration areas in special education. Prior to selecting concentrations, three cohorts of undergraduate teacher candidates in the Department of Special Education at the University of Maryland at College Park were asked to rate the impact each factor had on their choice. Results indicated that six factors were consistently rated high regardless of year and concentration area: ages served; prior work and volunteer experience; curriculum content; site visits provided prior to concentration area selection; job availability; and variety of job options. The impact of a variety of experiences and career information on concentration area choice is discussed.
Meeting the Supply/Demand Requirements of the Individuals with Disabilities Education Act
Authors: Lauritzen Paul , Friedman Stephen J.
Published: November 2009

Some states have generated teacher supply/demand information that will satisfy the mandates of the Individuals with Disabilities Education Act. One purpose of this law is to alleviate the shortage of teachers in the field of special education. Because the supply/demand issues facing special education are closely related to those in general education, accomplishing this goal can impact on the quality of education for all children.
Understanding Special Education Teacher Attrition: A Conceptual Model and Implications for Teacher Educators
Authors: Brownell Mary T , Smith Stephen W.
Published: November 2009

Teacher attrition is one of the foremost problems facing special education in the next decade. Little information exists, however, that describes the variables that affect teacher attrition and their interrelationships. Thus, we present a conceptual model for studying teacher attrition and retention. The conceptual model incorporates historical, environmental, and external factors believed to influence teachers' decisions to continue teaching or to leave the classroom. Factors delineated in the conceptual model and their interrelationships are discussed in light of the supporting literature. Finally, we use the conceptual framework and accompanying literature to suggest implications for future teacher preparation research.
International Special Education Inservice Training: Challenges and Solutions
Authors: Jones Thomas W.
Published: November 2009

Although American special education teacher educators increasingly are involved in inservice teacher education in other countries, the professional literature offers little information for those planning such activities. This paper describes an inservice training project for teachers of deaf children in a province in China. Many potential challenges for the project were identified. An explanation is provided of how the challenges were met so that everyone involved in the project ultimately judged it to be successful. The description of this project offers suggestions for others planning and implementing international inservice training activities.
Evaluation of Preservice Teachers' Interactive Teaching Skills in a Direct Instruction Practicum Using Student Teachers as Supervisors
Authors: Lignugaris/Kraft Benjamin , Marchand-Martella Nancy
Published: November 2009

Providing sufficient supervision for preservice teachers in field-based practica is often difficult for large teacher education programs. One method of supervision that may help relieve some of the supervision burden from faculty is to yolk beginning preservice trainees with more advanced students who are student teaching. The purpose of this paper is to describe an evaluation of an experimental program in which eight student teachers supervised new preservice trainees in a Direct Instruction practicum. Trainees' presentation and error correction skills improved throughout the practicum. Moreover, trainees indicated that they enjoyed the practicum and would recommend it to other students. The results of the evaluation are discussed in terms of research on peer coaching and supervision in Direct Instruction practica.