bluuebunny/crossref_metadata_2025 huggingface dataset:
The Mentoring Team Approach: A New Concept in Undergraduate Teacher Education
Authors: Benner Susan M. , Cagle Lynn C.
Published: November 2009

Mentoring as an approach to undergraduate teacher education has been implemented at the University of Tennessee. Mentoring teams have been created based on both the mentor-professor concept (Prehm & Isaacson, 1985) and the peer coaching team concept (Joyce & Showers, 1983). The general rationale for team organization and function was derived from faculty concern over sporadic, fragmented advising and incomplete knowledge of candidate competency. The objectives, mechanics, and anticipated benefits of the approach are described.
Faculty Evaluation as Viewed by Special Education Teacher Educators
Authors: Mims Aquilla , Heller Harold W.
Published: November 2009

The purpose of this study was to investigate the opinions of special education faculty members in seven southeastern states concerning faculty evaluation. The 94 faculty members participating in the study supported the need for evaluation, especially if the results are used to improve their instructional skills as well as their effectiveness.
Special Education Teacher Preparation and Service Delivery in a Developing Country: Indonesia
Authors: Carpenter Robert L.
Published: November 2009

This paper discusses the nature and extent of special education services and teacher preparation in indonesia. The discussion relates the current situation to the unique economic, cultural, and historical forces operating in Indonesia today. Future plans and problems are also presented.
Preparing Special Educators for Mainstreaming
Authors: Hoover John J.
Published: November 2009

The importance of knowledge of curriculum to the success of mainstreaming is explored in this article. The concepts of explicit, hidden, and absent curricula are discussed relative to curricular adaptations that may be necessary to educate handicapped students effectively in the regular classroom. Various issues pertaining to the handicapped and their potential effects upon curriculum implementation are also explored. In addition, a "Curriculum Adaptation Guide" is presented to assist educators in selecting and adapting the most appropriate curricular elements when such adaptations appear necessary. This article emphasizes the concept that special educators should ensure that they are fully knowledgeable about the curriculum in mainstreamed classrooms in order to provide effective assistance to handicapped students and their regular class teachers. Several important curricular topics pertaining to the training of special educators are also presented.
Data-Based Instruction
Authors: Idol Lorna , Ritter Shirley
Published: November 2009

This article reports one of two parts of a follow-up study of special education teachers who have graduated from the Resource/Consulting Teacher Program at the University of Illinois. The first (Idol-Maestas & Ritter, 1985) was a study of practices of consulting teachers. This study was a follow-up to determine the degree of satisfaction with the preparation program and the degree to which program graduates used data-based instruction (DBI) techniques. Graduates responded to a questionnaire and were interviewed by telephone to determine answers to six research questions pertaining to self-evaluation of (a) DBI skills as a Aesulf of training efforts, (b) overall quality of the preparation program, (c) outcome of this preparation, (d) outcome compared to skills of colleagues, (e) usefulness of DBI skills, and (f) success in promoting use of DBI with colleagues. Results were encouraging, with graduates rating DBI skills as being learned to a high degree within the program, followed by high ratings of overall program quality and skill outcome compared to others. They found DBI skills to be very useful for both direct teaching and consulting teaching. The majority made attempts to promote DBI, and most of them were encouraged in doing so. The types of resistance to use of DBI encountered by graduates were determined. A composite picture is presented of the types of experiences of these resourcetconsulting teachers as they used DBI in their teaching jobs.
Pneparatign of Special Educators to Work with Parents
Authors: Heghes Charles A. , Ruhl Kathy L. , Gorman Joanne
Published: November 2009

Legal mandates requiring collaboration between special educators and parents have resulted in a need for preservice teacher training in a variety of skills to facilitate this partnership. Two surveys were developed to detemine the extent of preparation offered by institutions of higher education and to assess the perceived needs of inservice teachers for these skills. Results indicate a majority of special education departments offer a course on working with parents, though only a small number of inservice teachers have taken such a course. Considerable agreement was found between current course content and what teachers believe should be included. Finally, training in working with parents is significantly correlated with teachers' reported level of confidence in their ability to communicate effectively with parents.
A Survey of Microcomputer Technology Use in Rural Special Education
Authors: Paulson Daniel , Anderson Edward J.
Published: November 2009

The purpose of this study was to determine the use of microcomputers and the training needs associated with their implementation by special educators in small rural midwestern school districts. Questionnaires were distributed to 401 special educators. The results indicated that 87% of the special educators responding have been using the microcomputers for an average of less than 3 years. Microcomputers are used fairly often with drill and practice, reinforcement games, and tutorial programs in the special education classroom. If integration of this technology into the special education curriculum can be measured by the level of formal planning, this study found only half plan for microcomputer use on a daily or hourly basis. Special educators reported that most students use the microcomputer at least once a day and that their students are highly motivated by working on the microcomputer. Most reported that they learned about microcomputer applications in the classroom from hands-on experience. Additional data are presented, along with suggestions for special education teacher educators for inservice and staff development programs for rural school districts.
Training Leadership Personnel for Learning Disability College Programs
Authors: Shaw Stan F. , Norlander Kay A. , McGuire Joan M.
Published: November 2009

The paucity of skilled and knowledgeable leadership personnel for postsecondary learning disability programs is a critical limitation to the development of this area of special education. This manuscript delineates the competencies needed for leadership personnel in this field and describes a preservice and inservice training program. The preservice program is the University of Connecticut's learning disability college doctoral training program. The inservice program is Connecticut's Learning Disability College Consortium, which provides comprehensive technical assistance to postsecondary institutions throughout the state.
An Analysis of the Secondary Special Education Classroom Ecology with Implications for Teacher Training
Authors: Rieth Herbert , Polsgrove Lewis , Okolo Cynthia , Bahr Christine , Eckert Robert
Published: November 2009

This study was designed to describe the instructional ecology of secondary school resource room programs for mildly handicapped students. The data and implications for teacher preparation programs are discussed. The data indicate that teachers were required to teach a broad spectrum of curriculum areas, which suggests that preparation programs should provide training in a series of instructional content areas. Student engagement rates were high, though the instructional ecology observed in this study was less than optimal. Teachers provided much of the instruction, but depended substantially upon individual seatwork activities, with minimal teacher monitoring or feedback given to students. The instructional approaches seem to be more attuned to instructional approaches commonly associated with regular high school classrooms. Instructional practices associated with high achievement in other studies were not typically employed by special education teachers in this study. Other research suggests, however, that though teachers can learn to employ these practices, training programs must specifically prepare teachers to use them.
The Role of the University Supervisor
Authors: Johnon Lavvrence J.
Published: November 2009

The purpose of this investigation was to examine perceptions of practicum students regarding the appropriate role of their university supervisor during a field-based experience. Seventy-nine seniors responded to several open-ended questions regarding their supervisor's behavior during the field-based experience. Responses to these questions were then analyzed through a content analysis. Results indicated that students perceived that superviors should fulfill two distinct roles: provider of evaluative feedback and support person.
Transd miscin pi i nary Training
Authors: Golightly Carolyn Jane
Published: November 2009

Educational programming for the handicapped child requires input from a variety of disciplines. However, team strategies to maximize communication among various disciplines have not been incorporated into preservice training programs. Special education teachers are not provided the instruction and experience needed to incorporate team skills into real-life situations. Research indicates the transdisciplinary team process provides optimum services for special education students. For the process to be successful, a teacher must be adequately prepared to function as an integral part of the team. This article is presented in support of such a model. A review of existing special education training models is presented along with a rationale for team training. The transdisciplinary process is described, and recommendations for implementation of a transdisciplinary training program as a step forward in the development of special education teacher preparation are given.
Administrators' Perceptions of Health Education in the Special Education Curriculum
Authors: Nagy Stephen , Nagy M. Christine
Published: November 2009

Both the fields of special education and health education have objectives related to behavior and health. In fact, special education teachers frequently perform some of the duties of a health educator. Although the literature acknowledges that the preparation of special education teachers should include study in health education, there is very little information on whether courses in health education are included in the preparation of special educators. This study investigated the perceptions of 298 administrators of special education training programs regarding the beneficial nature of health education courses to special education majors and the extent to which courses in health education were included in the training of special educators. Findings indicated that 56% of the special education teacher preparation programs required their majors to complete a course in either first aid or personal health as a graduation requirement.
Meeting the Needs of Special High School Students in Regular Education Classrooms
Authors: Harris Kathleen C. , Harvey Pat , Garcia Laura , Innes Diane , Lynn Pat , Muñoz David , Sexton Kathy , Stoica Robert
Published: November 2009

The purpose of this article is to carefully describe the content, implementation, and impact of a secondary education pilot program in which special educators provided services to regular educators and learning handicapped students in regular classrooms. Qualitative and quantitative data collection techniques were used to describe the content, implementation, and impact of the program. Implications for defining the characteristics of the structure and service delivery of an effective secondary program and teacher competencies needed for successful implementation are discussed.
Modifying Preschool Teaching Behavior Through Telecommunications and Graphic Feedback
Authors: DeWulf Michael J. , Biery Thomas M. , Stowitschek Joseph
Published: November 2009

Three undergraduate students (trainees) were observed and trained through a two-way audio-video telecommunications system to use prescribed teaching tactics with preschool-aged handicapped children in a trial-by-trial teaching format. A multiple baseline across subjects design was used to assess the effects of graphed performance feedback procedures on the acquisition of several teaching tactics. Results suggested that televised graphic feedback alone was insufficient to produce desired changes in teacher behavior, but televised graphic feedback plus televised verbal explanation of graphed behavior categories did produce such changes. The implications and efficacy of indirect, remote means of conducting teacher training are discussed.
The Nature and Extent of Special Educator Contacts with Students' Parents
Authors: Hughes Charles A. , Ruhl Kathy L.
Published: November 2009

Parental involvement in their handicapped child's education is generally promoted by the field and protected by legal mandates. To determine the nature and extent of parent-teacher interactions, a questionnaire was sent to 1,418 special education teachers across the country. A total of 904 (64%) teachers responded. Overall frequency of contacts and time spent were calculated, as well as the type of IEPrelated roles teachers assume. Other types of interactions such as written, telephone, conferences, parent groups, and cooperative agreements also were sampled. Results indicate teachers assume a number of responsibilities when interacting with parents and use a variety of methods for doing so. Implications for teacher training are discussed.
Facilitating Merger through Personnel Preparation
Authors: Stainback Susan , Stainback William
Published: November 2009

There is growing recognition that if "special" and "regular" educators join forces, a stronger, more comprehensive educational system can be developed to better meet the needs of all students. A number of educators are beginning to study and experiment with possible ways this can be done in the elementary and secondary schools. Faculty and programs in higher education can affect this movement and potentially lead the way. A merger in higher education could set an example and personnel could be prepared to facilitate the merger of special and regular education in the elementary and secondary schools. The purpose of this article is to suggest one approach that could be used to merge special and regular education in higher education.
The Effectiveness of Data-Based Instruction by Student Teachers in Classrooms for Pupils with Mild Learning Handicaps
Authors: Jones Eric D. , Krouse James R
Published: November 2009

This study examined the effectiveness of a data-based instructional procedure when applied by student teachers in classrooms for children with mild learning handicaps. Student teachers were randomly assigned to training and supervision in either the data-based problem-solving approach to instruction or a conventional training and supervision treatment. Analyses of pupil performances revealed that student teachers in the data-based condition had significantly greater effects upon achievement in reading and greater control of off-task behavior during both seat-work and teacher-led instruction than student teachers in the comparison condition. There was no difference between groups for pupil performance in arithmetic.
Differential Effects of Feedback on Preservice Teacher Behavior
Authors: Hindman Sara E. , Polsgrove Lewis
Published: November 2009

While most undergraduate training programs employ traditional training procedures, the quality of teacher preparedness continues to be widely criticized. Although numerous research studies have demonstrated the positive effects of certain teaching practices, training programs have been slow to incorporate them into the curricula. It is possible to evaluate certain teaching behaviors objectively and use the resultant performance feedback both as an instructional tool and a measure of professional development. This study evaluated the relative effectiveness of two forms of performance feedback: traditional field notes and computer-based feedback. The results demonstrated that computer-based feedback specific to a set of teacher behaviors was more effective than the traditional field note approach.
Developing a Personnel Training Model for Meeting the Needs of Handicapped and At-Risk Language-Minority Students
Authors: Fradd Sandra H. , Weismantal M. Jeanne , Correa Vivian I. , Algozzine Bob
Published: November 2009

In the last decade educators have begun to focus upon serving students who are limited in English proficiency and have special learning needs. Policy makers and administrators planning appropriate educational programs for these students find a critical lack of school personnel trained to assist them. The University of Florida has developed a model for bilingual/English as a second language (ESL) special education training at the graduate and undergraduate levels. This model, INFUSION, is a collaborative research-based model of training. Strengths of this integrative model are presented, along with a description of the process by which bilingual/ESL components are infused into special education curriculum. Four new graduate-level courses specific to this field are described.
A Collaborative Model for Recruiting Liberal Arts Majors into Graduate Education Programs
Authors: Schloss Patrick J. , Sindelar Paul T.
Published: November 2009

This article describes a collaborative program involving a major research university and seven liberal arts colleges. The immediate purpose of the program is to recruit undergraduate liberal arts students into a graduate teacher-preparation program. Its ultimate purpose is to improve the quality of individuals entering the teaching profession. In this sense, its roots lie in the education reform agendas of the 1980s. The article describes the steps involved in the establishment and operation of the program.
Preparing School-Based Employment Specialists
Authors: Cobb R. Brian , Brody Hasazi Susan , Collins C. Michael , Salembier George
Published: November 2009

A rationale is presented for the development of specialized personnel preparation programs to train secondary special educators as employment training specialists. A philosophical and theoretical base for this position is outlined, along with the roles and responsibilities these individuals will need to assume in their schools and communities. Finally, details are provided of a graduate-level program at the University of Vermont to train employment training specialists.
A Principal's Inservice Training Package for Increasing Teacher Praise
Authors: Bryant Armstrong Suzanne , McNeil Mary E. , Van Houten Ron
Published: November 2009

This study examined the effects of a school principal's application of a behavioral training procedure, referred to as a Principal's Inservice Training Package, on the praise behaviors of all teachers in his school. A secondary purpose was to describe the subsequent changes in the disruptive behaviors and classwork and homework completion of selected students in each teacher's classroom. A multiple baseline design was applied across praise behaviors to demonstrate independence of these target behaviors. By sequentially applying the inservice training package to individual praise behaviors, the controlling effects of the package were shown. With the application of the inservice training package, the average rate of both specific praise and outside circle praise rose. Follow-up data taken one year later indicated that use of specific praise remained high, while outside circle praise remained higher than baseline. Changes in student behaviors following the introduction of the inservice training package included a decrease in disruptive behavior and an increase in work completion.
Evidence of the Regular Education initiative In Federally Funded Personnel Preparation Programs
Authors: Korinek Lori A. , Laycock Irginia K.
Published: November 2009

Cooperation with regular education to serve mildly handicapped special education students is a theme that has been recurrent throughout the history of special education and reiterated in the form of the Regular Education Initiative. Yet little documentation of the actual impact of this initiative on teacher preparation practices has been reported. This article presents the results of an analysis of 40 of the top-ranked federally funded special education personnel preparation proposals for programs to prepare teachers of students with mild-moderate disabilities. The article describes (1) the degree to which grant proposers explicitly articulated a philosophy of cooperation between regular and special education, (2) how this philosophical commitment was translated into specific program design components, and (3) changes in the extent of cooperation over recent years. Areas of strong support, inconsistencies, and issues of concern in pursuing the regular education initiative through teacher preparation programs are discussed.
Working Towards Merger Together
Authors: Sapon-Shevin Mara
Published: November 2009

Proposals for the merger of regular and special education have been the subject of considerable debate among special educators. This article briefly explores some of the major arguments of the debate and some of the barriers that make rational discussion of this issue difficult, including disagreements about the current situation, the tendency to become defensive of existing systems, and lack of a clear vision of what a merged system would look like. The article concludes with a strong plea for overcoming distrust and fear and using the insights of the mainstreaming movement in schools to inform and guide changes in teacher education that would promote merger.
Demographic Characteristics of Special Education Teacher Educators
Authors: Zabel Robert H. , White Warren J.
Published: November 2009

A sample of members of the Teacher Education Division of The Council for Exceptional Children was surveyed to determine demographic characteristics and job satisfaction of special education teacher educators. In this paper, the demographic data are compared to those from an earlier study. Analyses of data according to respondents' sex and academic rank are included and discussed in terms of implications for the future of the profession.
Enhancing Success In Heterogeneous Classrooms And Schools
Authors: Villa Richard A. , Thousand Jacqueline S.
Published: November 2009

The purpose of this article is to identify and describe practices associated with successful schooling o students in heterogeneous groupings. Included are descriptions of outcomes-based instructiona models; instructional models using peer power; ef. fective use of heterogeneous and multi-aged group. ings; strategies for redefining the school organiza. tional structure; and training content that creates common conceptual frameworks, knowledge, anc language among local school staff.
Cross-Cultural Concerns
Authors: Fox C. Lynn , Kuhlman Natalie A. , Sales T. Bradford
Published: November 2009

This article proposes a 12-step curriculum model for training inservice special education specialists who must today also meet the needs of an increasingly culturally and linguistically diverse student population. The components of the curriculum model have evolved from the authors' experience in mainstreaming, cross-cultural coursework, and other related teacher-training programs. The major theme of the model is that effectiveness in working with people from other cultures is a product of the complex and subtle interactions between emotion (affective environment) and cognition (the intellectuallacademic environment). The cross-cultural training components follow the general guidelines of Bloom's taxonomy: awareness, knowledge and application. From the training, special education specialists become more cognizant and adaptive to the needs of limited English proficient and culturally diverse students who are learning or communicatively handicapped. Suggestions for adaptation and implementation of the model are included.
Supply and Demand for Doctoral Personnel in Special Education and Communication Doisorders
Authors: Sindelar Paul T. , Taylor Cynthia
Published: November 2009

Recent changes in federal support for leadership training have raised the issue of supply and demand for special education professionals with doctoral degrees. It was the purpose of this study to operationalize supply and demand in this labor market and to obtain measures of each over time. Using data from the Center for Educational Statistics as a measure of supply and counts of the frequency of position announcements in the Chronicle of Higher Education as a measure of demand, it was determined that in special education demand may soon exceed supply. This situation was considered especially serious because the measure of supply is likely to be an overestimate. In communication disorders, demand is growing, but supply has consistently exceeded demand. However, demand may be seriously underestimated because few clinical positions are advertised in the Chronicle and the number of clinical positions that require doctoral degrees in communication disorders is great.
Utah's Response to Critical Issues and Needs
Authors: Welch Marshall , Kukic Stevan
Published: November 2009

The Utah State Board of Education adopted new special education certification standards in 1987, resulting in the establishment of cross-categorical endorsements in the specialty areas of mildly/moderately handicapped students and severely/profoundly handicapped students. While students eligible for special education services are assessed and categorized consistent with federal definitions of handicapping conditions, the state of Utah is striving to provide services for each special needs student based on student need rather than a specific label. The University of Utah has addressed critical and controversial issues regarding the preparation of special educators by developing an experimental noncategorical, field-based teacher education program to prepare educators to teach students with mild to moderate handicaps. The major component of the experimental program is that half of the program involves field experiences prior to student teaching. Teacher candidates must demonstrate mastery of specific objectives during courses and field experiences to receive an endorsement. This article examines issues and trends that contributed to the development of the teacher preparation program, provides a description of the experimental program, and discusses future directions.
The Influence of Instructor's Gender, Student's Gender, and Instructor's Experience on Student Evaluations
Authors: Minner Sam
Published: November 2009

Many teacher trainers ask their students to evaluate them at the end of their classes. These evaluations are sometimes used to modify course content or delivery style and are sometimes used by peer committees or administrators to make salary, promotion, or tenure recommendations. Three variables possibly impacting upon these evaluations were examined in this study—the gender of the students doing the evaluating, the gender of the professor being evaluated, and the public school experience of the individual being evaluated. Undergraduate special education majors read one of four packets of information describing a hypothetical special education methods course. Dependent upon treatment condition, subjects were told that the instructor was either male or female and either experienced or inexperienced in public school settings. All other instructor and course variables were held constant. After reading the information packet, subjects rated the instructor of the class. Results indicated that male instructors were preferred over female instructors and instructors with public school experience were preferred over those without such experience. The implications of these findings for those involved in teacher training and those involved in reviewing data from student evaluations are discussed.
Preservice Competencies for Teachers of Students with Behavior Disorders in a Rural Setting
Authors: Joyce Bonnie G. , Wienke Wilfred D.
Published: November 2009

The purposes of this investigation were to identify and validate competencies for rural teachers of students with behavior disorders. Initial competencies were selected from previous research studies, university special education programs having a rural focus, and verbal feedback from rural teachers of behavior disorders enrolled in graduate courses at a university. A questionnaire composed of the competencies was distributed to 176 teachers who served students with behavior disorders in West Virginia and 6 faculty members who taught courses in behavior disorders. Content validity was determined by comparing judgments regarding the importance of the competencies to the requirements of teaching.
Generic versus Categorical Special Education Teacher Preparation
Authors: Cobb Hazel B. , Elliott Raymond N. , Powers Ann R. , Voltz Debra
Published: November 2009

Issues concerning generic or noncategorical versus categorical special education teacher preparation and student service delivery have been a topic of discussion for some time. Data were collected from special education teacher educators, school superintendents, special education coordinators, and noncategorically certified teachers 5 years after the implementation of a mild learning handicaps teaching certificate in Alabama. This article describes the results of the survey of the four groups of Alabama educators and relates the findings to some of the national reports on this topic.
Attitudes Toward Direct Instruction
Authors: Proctor Thomas J.
Published: November 2009

Students and recent graduates of an undergraduate generic special education program that uses the Direct Instruction model as the basis for methods instruction were surveyed about their attitudes toward it. Results supported the findings of previous reports with inservice teachers that experience with Direct Instruction increases positive attitudes toward it. The current study found that class size that increased the supervisor-student ratio and decreased the amount of supervised practice resulted in less favorable attitudes toward Direct Instruction. Attitudes toward Direct Instruction of graduates of the teacher education program showed only slight differences from those of students just finishing intensive training in Direct Instruction.
Collaboration/ Consultation
Authors: Adamson David R. , Cox Judy , Schuller Joan
Published: November 2009

The literature describes the importance of programming across varied educational environments to help handicapped students to succeed in mainstream settings. Yet it is often left to the resource teacher to integrate various programs and techniques into a functional working model. This case study of one successful resource program describes eight structures and techniques used across the environments of the regular classroom, playground, lunchroom, and resource room. Over a 4-year period there was a 42% reduction in number of students classified as handicapped even though school enrollment grew by almost 38%. There was also a 58% reduction in the amount of "pull-out-" programming for resource students.
Practicing Math Facts on the Computer
Authors: Schnorr Janice M.
Published: November 2009

This article deals with classroom application of cognitive psychology. It reviews briefly some of the research related to the development of automaticity for recall of basic math facts, reports on a single-subject research project, and gives teaching suggestions for the development of automaticity. The research project reports on six students in fourth and fifth grade who were presented addition problems on a computer for 5 minutes daily over a period of at least 27 days. Using an ABAB design, all students were exposed to large and small sets of problems. Student response time, measured as initial keystroke latency on the computer, decreased dramatically as did time needed to complete written posttests. An analysis of the effects of practice set size revealed no differences when practice sets contained only 3 new problems out of 10 on a large problem set of 20 problems.
Social Acceptance of Students Identified as Learning Disabled
Authors: Fox C. Lynn , Weaver Francine
Published: November 2009

The characteristics of students identified as learning disabled are explored in relation to their social adjustment and acceptance. In particular, the specific characteristics of learning disabled students that prevent them from achieving successful peer interaction and acceptance are highlighted in a review of the literature. Two different approaches to remediation are discussed: direct remediation of the social skills and behaviors of the learning disabled students and changing the attitudes of their nondisabled classmates. Curriculum strategies and recommendations for further study are presented.
Cooperative Learning in Special Education Teacher Preparation Programs
Authors: Reynolds Catharine , Salend Spencer J.
Published: November 2009

The purpose of this article is to provide education professors with guidelines for designing and incorporating cooperative group learning siraiegies into their courses. The student satisfaction results of a pilot project in one graduate course are proesented.
Legal Aspects of Teacher Education
Authors: McAfee James K.
Published: November 2009

Teacher educators are subject to the increasing complexities of our legal system. Legal complexity in teacher education has been engendered by the need to accommodate cultural and personal diversity, the decline of university paternalism (in loco parentis), an increase in the number of older college students, and the evolution of an implied contract between colleges and students. This article describes how teacher education is affected by evolving law, especially when the teacher is called upon to communicate evaluative comments about a trainee in the form of letters of reference, telephone recommendations, or submissions for placement files.
Teacher/Student Interaction Analysis
Authors: Sugai George , Lewis Timothy
Published: November 2009

In education, there are many occasions where it is important to observe and evaluate teacher/student interactions. One of the most common methods is direct observation. The Teacher/Student Interaction Analysis was developed to supply direct observation data on the number and kinds of teacherlstudent interactions and provide a temporally based visual display of those interactions. The purpose of this paper is to describe the Teacher/Student Interaction Analysis, summarize field-testing procedures and outcomes, and illustrate the outcomes of the analysis.
Facilitating integration of Students with Severe Disabilities
Authors: Giangreco Michael F.
Published: November 2009

Across North America, individuals and groups are promoting significant changes in the educational system. In part, this involves the inclusion of students with severe disabilities in regular education schools and classes. The author draws upon integration experiences, as well as literature from organizational theory, to provide a framework for conceptualizing a process of change and its characteristics. Initiation, planning, implementation, administration, and advocacy, as they pertain to efforts to include students with severe disabilities in regular schools and classes are discussed. A rationale is offered for including issues regarding the change process as an integral component of teacher preparation programs, and implications are presented.
Content of Special Education Courses for Preservice Regular Education Teachers
Authors: Dove Jones Sheila , Messenheimer-Young Trinka
Published: November 2009

A national survey of special education coursework requirements for preservice regular education teachers was conducted. The purposes were (a) to identify specific content of these required special education courses, (b) to identify individual universitylcollege and state certification credit hour requirements in the area of special education, and (c) to identify the types of direct experiences with exceptional learners and parents as required in the course work. Results, implications, and conclusions are discussed.
The Learning Disabled Secondary School Dropout
Authors: deBettencourt Laurie U. , Zigmond Naomi
Published: November 2009

A disproportionately large number of learning disabled students are leaving high school before graduation. While the solutions are not simple, previous research and experience indicates that teachers can play a significant role in preventing dropout among learning disabled students. School-related indicators among learning disabled adolescents and potential interventions are discussed.
Organizational Perspectives on Teacher Education and Renewal
Authors: Thousand Jacqueune S.
Published: November 2009

Thomas M. Skrtic is an associate professor of Special Education at the University of Kansas in Lawrence. His 1988 book with Edward Meyen, Exceptional Children and Youth: An Introduction (Love Publishing) includes a critical analysis of special education knowledge and organization [see the 11(3) issue of Teacher Education and Special Education ]. In the first of his forthcoming books, Exploring the Theory/Practice Link in Special Education: A Critical Analysis (Council for Exceptional Children), he and his colleagues provide a critique of special education and the notion of disability from various theoretical perspectives in the social sciences and humanities; in the second, Behind Special Education: A Critical Analysis of Professional Knowledge and School Organization (Love Publishing), he applies various organizational perspectives to past and current efforts to reform special and general education. Dr. Skrtic's research interests include philosophical pragmatism, organization analysis, and the politics of special education.
Nontraditional Approaches to Recruiting and Retraining Minority Future Special Educators
Authors: Franklin Mary E. , James Judith R.
Published: November 2009

Minorities receiving bachelor degrees in special education are scarce. This paper proposes two models for recruiting and retaining minority students in special education teacher preparation programs. The first model is to be implemented at the middle and high school levels; and the second model at the college/university level. Also included are methods for evaluating the models. These models identify nontraditional approaches for recruitment and retention that are adaptable to various programs of study.
A Collaborative Metacognitive Training Model for Special Education and Regular Education Teachers
Authors: Marshall Kathlen J. , Herrmann Beth Ann
Published: November 2009

In this article, a metacognitive model designed to promote cooperative instruction among regular education and special education preservice teachers is described. The model includes opportunities for cooperative prelesson planning and postlesson evaluations by the prospective teachers, as well as the actual delivery of instruction to groups of children with learning difficulties. Preliminary data obtained during the first year of the program implementation are presented and discussed. Specific information includes the extent and quality of cooperative planning, instruction, and evaluation during service delivery.
Is Teaching Reading Comprehension Strategies Acceptable to Teachers?
Authors: Rich Sharon , Pressley Michael
Published: November 2009

Seven strategies were identified during the last decade as effective in promoting students'reading comprehension during the middle to late elementary school years. It should be possible to use these seven strategies to design instructional packages accomplishing a variety of reading goals. The main argument made here is that teachers' views about the acceptability of the various reading strategies should be a prominent consideration in deciding which ones to emphasize in instructional packages. This article presents a summary of initial work aimed at generating information about teachers' acceptability of particular forms of strategy instruction. A principal conclusion of this preliminary work is that traditional psychometric methods of rating intervention acceptability should be complemented by more qualitative approaches.
Listening to Today's Teachers
Authors: Williams Doris
Published: November 2009

In response to the increased integration of students with disabilities into mainstream elementary and secondary classrooms, many teacher education programs are requiring all prospective teachers to take at least one special education course. However, there is little evidence that these courses give teachers the competencies they need. Regular classroom teachers with at least one year of experience who had taken such a course were queried as to the value of the information presented to them after they had begun to teach with mainstreamed students in their classrooms. Suggestions were also sought concerning additional topics and experiences that would further strengthen the preparation of other regular classroom teachers in the future.
Social Skills Instruction in Secondary Education
Authors: Cosden Merith A. , Iannaccone Carmen J. , Wienke Wilfred D.
Published: November 2009

While there is a growing body of research to support the use of social skills instruction in the schools, the extent to which teachers assume responsibility for activities in this domain is unclear. A model was developed for assessing teachers' engagement with social skills instruction, with activities scaled to reflect both proactive and reactive approaches to students' social skills needs. A questionnaire was used to assess teachers' current activities as well as their access to resources, perceived skills, and the values they attributed to social skills instruction. In the first school surveyed, teachers indicated that they would like to do more in this domain, but felt constrained by limited resources and training. Implications for teacher training programs and further research are discussed.
Qualitative and Quantitative Research Trends in Special Education Journals
Authors: Calder Jame E. , Justen Joseph E. , Smith Deborah L.
Published: November 2009

This study investigated the trend in the number and types of research articles published in selected special education journals in 1968, 1977, and 1986. Results indicated that the majority of published articles were not data-baed. While some variation was found in descriptive and experimental research across the years, relatively stable rates were found in quantitative and qualitative research. Qualitative research accounts for a small minority of published research.
The Effects of Special Education Category and Type of Training on Job Burnout in Special Education Teachers
Authors: Banks Steven R. , Necco Edward G.
Published: November 2009

This study examined the relationship between job bumout and several variables, including special education category of the teachers' students, training background, age, and years of experience. A sample of 181 special education teachers participated in the survey. Special education category, training background, and teachers' age were significantly related to job bumout levels. A profile of the special educator "at risk" for job burnout is a younger teacher with undergraduate training in special education who teaches in a resource room or a classroom for students identified as behaviorally disordered.
The 21st Century Fampily
Authors: Shea Catherine A.
Published: November 2009

Because special educators are being called upon to work with increasing numbers of children from families that do not have both biological parents in the same household, it is important to determine if they have had the professional training to equip them with the knowledge and skills to effectively interact with these children and their families. This study examined the preparation of special educators to work with the family of the 21st century, a family that is increasingly more likely to be a single-parent or stepfamily. Data relating to special educators' opinions of their undergraduate preparation, participation in inservice training, and judgment of the importance of preservice training to work with single-parent and stepfamilies were collected. Results are presented and discussed. Areas for further investigation are suggested.
Preparation of Teachers Who Serve Hearing Impaired Students with Additional Mild Handicaps
Authors: Power Ann R. , Elliott Raymond
Published: November 2009

Two national surveys of personnel preparation programs in the education of the hearing impaired were conducted to determine teacher educators' opinions on the preparation of teachers to serve learning disabled and socialiy/emotionally disturbed hearing impaired students. Most teacher educators reported a need to. modify existing curricula in personnel preparation programs in order to better prepare teachers to meet the needs of hearing impaired students who have mild secondary handicapping conditions. However, few suggestions for curricular modification were offered.
Preservice Preparation of Regular Educators
Authors: Fender Marilyn J. , Fiedler Craig
Published: November 2009

A national survey to determine the topical content coverage of exceptional children and youth curriculum in institutes of higher education sought to determine what preparation is included for preservice regular education teachers. A total of 172 completed surveys (60% response rate) were returned from col leges and universities that prepare teachers in all 50 states. Of the 15 topical content areas listed, respondents ranked characteristics of exceptional children, mainstreaming issues and practices, facilitating positive attitudes toward exceptional children, and special education procedures as the four most heavily emphasized topic areas in their courses. The least heavily emphasized topic areas were assessment practices, history of special education, and data collection procedures. At least two thirds of the courses reflected a predominantly categorical focus. Finally, when comparing Pearson correlations of the topical areas between categorical and noncategorical approaches, differences in emphasis were noted in the areas of characteristics, definirions, causes of disabilitfes, and history of special education. Each of these four topic areas tendgd to be emphasized to a greater extent in the categorically oriented courses. Overall, the results indicate that prospective regular education teachers are not being adequatety prepared to fulfill the educational mandates of REI.
Portrait of the Shared Student Teaching Experience
Authors: Krutilla Jennifer O. , Safford Philip L.
Published: November 2009

With renewed attention to the value of reflection on the part of both practicing teachers and teachers in training, and increasing emphasis on the transition of the preservice teacher from student to practfcing professional, the student teaching experience assumes even greater significance than it has traditionally been accorded. The study of reflection on the part of both practicing and preservice teachers can perhaps be best approached through qualitative methods. In this investigation, five special education student teachers and their cooperating teachers maintained weekly journals reflecting upon successive themes. Their responses provide a portrait of a shared personal and professional growth experience.
An Inservice Training Model To Encourage Collaborative Consultation
Authors: Rule Sarah , Fodor-Davis Julie , Morgan Robert , Salzberg Charles L. , Chen Jennifer
Published: November 2009

Inservice training incorporating a collaborative approach to problem solving is one step in helping educators to assist one another. In the training model described here, participating teachers developed and implemented procedures to address students' learning and behavior problems in regular classrooms. Model procedures and content are discussed.