bluuebunny/crossref_metadata_2025 huggingface dataset:
Continuing Professional Development for Special Educators: Reforms and Implications for Unj"tversity Programs
Authors: Dudzinski Maryann , Roszmann-Millican Micbele , Sbank Kathlene
Published: November 2009

Many changes are being proposed and undertaken for the manner in which special educators are initially prepared, licensed, and participate in professional development activities throughout their teaching careers. This article focuses on reforms being proposed for the continuing professional development stage of the teacher preparation continuum. It includes information on (a) various sets of performance standards practicing special educators will need to address; (b) proposed changes in licensure and certification of practicing special educators at the national and state levels; and, (c) proposed reforms in continuing professional development requirements for career advancement or advanced certification. Implications of proposed reforms for graduate level special education teacher preparation programs as well as suggestions for specific types of experiences graduate programs could provide to prepare special educators to meet new requirements will also be addressed.
Instigating Fundamental Change through Experiential Inservice Development
Authors: Stowitschek Joseph J. , Cheney Douglas A. , Schwartz Ilene S.
Published: November 2009

In this article, we call for a rethinking of inservice education for teachers of children with disabilities as well as an investment in experiential modes of teacher renewal. We present examples of two applications of short-term internships where teachers are immersed in the successful use of exemplary practices by host teachers in early education and school-to-adult life transition settings. We conclude with a description of the implications of these experiential approaches for promoting systemic change and for the redesign of inservice education formats.
The Relationship between Teacher Effectiveness and Teacher Attitudes Toward Issues Related to inclusion
Authors: Treder David W. , Morse William C. , Ferron John M.
Published: November 2009

The inclusion of students with special needs in regular education classrooms has become a major focus of current educational reform, and regular education teacher's acceptance is a critical component in how this type of service delivery will play out. The purpose of this study is to reexamine the results of a study by Gersten, Walker and Darch (1988), which indicated that more effective teachers were less willing to include students with special needs in their classrooms. In their study, Gersten, Walker, and Darch (1998) used a process-product, academic-achievement-oriented definition of effective teacbing in their identification of more effective teachers. Using a different method for identifying effective teachers, the present study found results that were in direct contrast to the results of the Gersten et. al study. Implications for inclusive practices are discussed.
The Tele-Educational Consortium Project: Video-mediated Staff Development for Establishing Educational Partnerships
Authors: Welch Marshall , Sheridan Susan M.
Published: November 2009

This article describes the development, implementation, and evaluation of a technology-enhanced staff development program. The three-year, federally funded project known as the Tele-Educational Consortium (TEC) utilized video tele-conferences and training videos to train five elementary schools in various locations across the country in the creation of collaborative partnerships (i.e., team teaching and family centers). A discussion of procedures, outcomes, and issues is presented concluding with implications for the future.
Collaborative Research in Inclusive Classrooms: An Investigation with Reflections by Teachers and Researchers
Authors: Boudah Daniel J. , Knight Stephanie L. , Kostohryz Carol , Welch Nancy , Laughter Diane , Branch Racheal
Published: November 2009

Participatory Research and Development (PR&D) is a means of integrating research and practice by linking the historically separate communities of university research and teacher practice as one learning community. More specifically, PR&D is designed to impact teacher thinking and instruction, student performance, as well as school and university systems and culture. Recently, PR&D also has been used as a vehicle for addressing inclusion efforts at the secondary level. In this article, the authors describe the characteristics of PR&D, outline related methods and activities, detail a number of qualitative findings regarding the nature of instructional change, and discuss the findings and implications with the voices of classroom teacher-researchers and university researchers.
Bilingual Multicultural Special Education An Integrated Personnel Preparation Program
Authors: Gallegos Anne , McCarty Laurie L.
Published: November 2009

Addressing the needs of students from culturally and linguistically diverse backgrounds who have disabilities has become a growing area of concern, especially as the demographic composition of the nation's public schools continues to change. The challenge to provide appropriate educational opportunities for studsnts from diverse backgrounds is most directly addressed through personnel preparation programs. These programs need to be developed according to competencies that are specific to bilingual multicultural special education. In this article, the authors present guidelines for the development and implementation of a graduate program in bilingual multicultural special education. The program at New Mexico State University is described as a model.
Project Access: A Program to Improve Service Delivery for Culturally and Linguistically Diverse Populations with Speech, Language and Hearing Disorders
Authors: Guillory Barbara L.
Published: November 2009

The increasing number of persons from diverse cultural and linguistic backgrounds in the population and the need to modify diagnostic and therapeutic strategies for these groups served as the basis for seeking funds to train speech-language pathologists with skills that meet the speech and language needs of these groups. Project Access was designed to recruit, retain, and train students from diverse cultural and linguistic backgrounds. In addition to the approved undergraduate and graduate speech- language pathology curricula that address diagnostic and treatment strategies for all groups, seminars that explore speech and language disorders of diverse populations were added as requirements. Financial and other support activities are provided as part of this project for all trainees. Financial support is provided in the form of tuition remission, monthly stipends, and book allowances. Other support activities are provided through mentoring and specialized academic support. This paper will describe the recruitment, retention, and training techniques being used to increase the number of speech-language pathologists with special training to meet the speech, language, and hearing needs of persons from diverse groups.
Professional Development for Administrators in Special Education: Evaluation of a Program for Underrepresented Personnel
Authors: Monteith Dianne S.
Published: November 2009

The Special Education Training Program (SETP) offers training for school administrators, focusing on bridging the gap between theory and practical application of knowledge needed to design, develop, effectively implement, and supervise programs for students with special needs in the least restrictive environment. In addition to the ten-hour field experience that was part of each course, students participated in an on-site practicum which emphasized special education administrative duties at the district or school. Student responses to openended questions related to the professional development program were positive, and that organizational and motivational strategies incorporated in the program contributed to its success.
Preparing Bilingual Speech-Language Pathologists: The Development of an Innovative Master's Degree Program
Authors: Wrigbt-Harp Wilbelmina , Muñoz Emma
Published: November 2009

As the population of Hispanic children in the United States continues to grow, so does the demand for bilingual speech-language pathologists. However, to date the demand has far exceeded the supply of qualified personnel. Consequently, there currently exists a significant shortage of Bilingual speech-language pathologists in the nation to meet the communication needs of the rapidly growing population of Hispanic children (Council of Graduate Programs in Speech-Language Pathology and Audiology, 1995; Kayser, 1995; Rimac and Dominguez, 1995; ASHA, 1995). The end result is that Hispanic children and youth are not being adequately served in the nations' public schools. The dropout rate of Hispanic children is evidence of this fact. Thirty-four percent of Hispanics drop out of school by the eighth grade as compared to 11. 6 percent of the overall population (U.S. Bureau of the Census, 1991). In response to the growing demand for bilingual speech-language pathologists and its impact on the delivery of quality services to Hispanic bilingual children and youth, an intensive two-year master's degree program with a specialization in bilingualism was developed at the University of the District of Columbia. This graduate degree program is designed to prepare bilingual speecb-language pathologists to meet the communication needs of a diverse population of Hispanic children in the Washington metropolitan area. In the first part of this article, we describe the design of the program, including the curriculum, clinical practicum, recruitment, and retention activities. In the second part of the article, we discuss the recruitment of students, our selection process, and the challenges we faced during the implementation of the program, which is now in its second semester.
Importance of Teacher Transition Competencies as Rated by Special Educators
Authors: Blanchett Wanda J
Published: November 2009

A critical factor in the implementation of transition programming is adequately prepared personnel. The purpose of this study was to identify specific competencies perceived necessary by practitioners preparing students for transition. A questionnaire was developed to analyze the perceived importance of 30 transition-related teacher competencies. Special educators who were involved in transition-related activities were asked to complete a questionnaire in which they rated the importance of the teacher competencies. A total of 74 completed surveys (83 percent) was returned from special educators in Pennsylvania. Results suggest that all competencies were identified by the majority of respondents (58 percent) as important. Competencies related to teaching money management skills (97 percent) and involving parent (96 percent) received the highest ratings. Special educators reported receiving the most training related to the competencies they considered most important. The need for and directions of future research are also addressed.
Professional Ethics Within the Context of Student Discipline and Diversity
Authors: Cartledge Gwendolyn , Tillman Linda C. , Talbert Johnson Carolyn
Published: November 2009

Students who differ from the mainstream, both physically and culturally often find themselves at odds with the culture of schools. Under these conditions, issues of misperceptions and proportionality become paramount. With the heightened anxiety over school safety and the advent of "zero tolerance" regulations, the possibility of unethical and unfair practices for students from poor and minority groups increase considerably. These more regimented and severe policies mean that schools have an even greater obligation to make certain that rules are administered so that they do not further subjugate the most vulnerable segment of our population. A review of the existing and most recent findings on this topic indicates that the schooling of minority students is being further jeopardized by this current mania. A means for a more constructive focus is discussed.
Ethical Leadership in Schools Servicing African American Children and Youth
Authors: Toler Williams Brenda
Published: November 2009

This article examines the role of leadership in establishing a school climate where ethical deliberation—a discussion of what is "right" and "fair"—undergirds educational decision-making. It raises a number of questions to which progressive educational leaders must respond in planning to meet the needs of all students, but especially those of African descent-those students with promise and potential whose future is jeopardized by current educational policy and practice which often ignore issues related to power and privilege. A major focus is educational leaders who have position authority to facilitate planning for more inclusive educational settings for students who are culturally and linguistically diverse (i.e., superintendents, building-level administrators, directors of special education, division-level administrators). However, shared leadership and empowerment of teachers and specialists are reviewed as an essential element for effective collaboration and achievement of educational environments where all students experience a sense of acceptance and belonging.
The Relationship of Secondary Special Education Teachers' Roles and Factors That Lead to Professional Burnout
Authors: Embich Jeanne L.
Published: November 2009

The purpose of this study was to extend previous research on teacher burnout by delineating factors which contribute to secondary learning disabilities teachers' feelings of emotional exhaustion, depersonalization, and reduced sense of personal accomplishment. Data were collected via a survey that employed the use of the Maslach Burnout Inventory (Maslach & Jackson, 1986) and the Role Conflict and Role Ambiguity Questionnaire (Rizzo, House, & Lirtzman, 1970). Overall, findings revealed that secondary learning disabilities teachers (N = 300) were experiencing high levels of emotional exhaustion, specifically those who team teach with a general educator. Following regression analysis, findings concluded that each of the seven variables chosen for this study contributed significantly to burnout, however, the relationship between those variables and the three determinants of burnout changed across teaching positions.
Using Literary Texts in Teacher Education to Promote Positive Attitudes Toward Children with Disabilities
Authors: Marlowe Mike , Maycock George
Published: November 2009

This article briefly discusses the uses of literary and professional texts in exceptional children teacher education and then poses a testable question: Does a relationship exist between reading literature about children with disabilities and attitudes toward children with disabilities? Two separate experimental studies are then described examining the effects of literary texts in teacher education on changing attitudes toward children with disabilities. In both studies reading literary texts was more effective than reading professional texts in promoting positive attitude change. Change mechanisms existing within literature and the therapeutic components created through the use of literature are discussed. Implications for the use of literature in teacher education are offered.
Case-Based Instruction in Special Education Teacher Preparation: Practices and Concerns of Teacher Educator/Researchers
Authors: McNaughton David , Hall Tracey E. , Maccini Paula
Published: November 2009

The use of case-based instruction (CBI) enjoys considerable popularity in teacher education programs. However, there is little published research on instructional methodology or outcomes. In order to investigate current practice and research questions concerning CBI, we interviewed fifteen teacher educators who have both used CBI and presented research on this topic. We asked questions about their use of CBI, as well as perceived benefits and barriers to the use of this technique. Perceived benefits to CBI included the development of generalizable skills by the students, while perceived barriers included the amount of time instructors needed to develop and use CBI. The principal research question identified by participants was the need for empirical documentation of the efficacy of CBI, especially with respect to its impact on promoting the generalized use of effective teaching practices. We discuss the educational implications of our findings for professionals who provide teacher education.
Implementing the Case Method of Instruction in Special Education Teacher Preparation Programs
Authors: Elksnin Linda K.
Published: November 2009

During the last decade teacher educators' interest in the Case Method of Instruction (CMI) has revived due to pressure from within and outside of the profession. CMI uses cases, or real-life situations, to enable prospective teachers to solve problems they may encounter in the classroom. The purpose of this article is to provide guidelines for effectively implementing CMI in special education teacher preparation programs. The reader is provided with information about how to write cases, how to access (and assess) commercially-available cases, and how to present a case. Examples of inservice applications of CMI are provided, along with a discussion relating to evaluation issues.
Perspectives of Teachers Toward Inclusive School Programs
Authors: McLeskey James , Waldron Nancy L. , So Tak-sbing H. , Swanson Kristin , Loveland Tracy
Published: November 2009

This investigation used the Inclusive School Program Survey to compare the perspectives of teachers who were currently teaching in inclusive school programs with teachers who were not teaching in such programs. Results revealed that the inclusion teachers had significantly more positive perspectives regarding inclusion than did the teachers who were not employed in inclusive programs. The groups differed regarding: (a) how well prepared their school was for inclusion; (b) concern with regard to their possible roles and functions in an inclusive program; and (c) concern with regard to the impact of inclusive programs on students. The implications of these findings for research and practice are discussed.
Veteran Teachers of Children who are Deaf/Hard of Hearing Describe Language Instructional Practices: Implications for Teacher Preparation
Authors: Easterbrooks Susan R.
Published: November 2009

The Council for Exceptional Children (CEC) and the Council on Education of the Deaf (CED) share mutually agreed upon standards for beginning teachers of students who are Deaf/Hard of Hearing. Two standards deal with the need for beginning teachers to know how to locate information about alternative communication philosophies. One way to know how far the field needs to take its beginning teachers is to determine veteran teachers' knowledge of alternate philosophies. To investigate this, eight focus groups of veteran teachers of students who are Deaf/ Hard of Hearing were asked to identify language instructional practices associated with a philosophy, either oral communication or using total communication, for which their educational backgrounds had not prepared them. This generated a set of 79 statements of practices, which were then verified by program supervisors using a Likert-type scale. The author lists and discusses the resulting set of practices which define and separate the two approaches as well as those practices which cut across philosophies and describes implications for teacher preparation.
Revisiting Burnout Among Special Education Teachers: Do Age, Experience, and Preparation Still Matter?
Authors: Zabel Robert H. , Kay Zabel Mary
Published: November 2009

A study of special education teacher burnout conducted nearly 20 years ago was replicated with a sample of 300 current teachers to examine changes that may have occurred due to evolution of the field. Specifically, the relationships of participants' age, amount of regular and special education teaching experience, certification status, and amount of professional preparation to three dimensions of burnout—emotional exhaustion, depersonalization, and personal accomplishment—were examined. Results of the current study are reported, analyzed, and compared to those of the earlier study. A major finding is that teachers' age, amount of special education experience, and amount of preparation have markedly increased in the 20 years between the two studies. A second major finding is that age, experience, certification status, and preparation are not as significantly related to the experience of professional burnout as in the past, although older, more experienced teachers do appear to find more personal accomplishment in their work. Interpretations related to changes in the delivery of special education services, increased preparation to reduce stress and ameliorate burnout, and greater availability of collegial support are identified as possible influential factors. Implications of these findings for pre-service and in-service preparation, support and mentoring, and the supply of special educators are suggested.
Technology and Teacher Education in Special Education: Disaster or Deliverance?
Authors: Ludlow Barbara L.
Published: November 2009

Existing and emerging technologies have many implications for service delivery and for teacher education in special education. Today's educators need to know how to implement assistive technology, computer instruction, and telecommunications networking in special education and disability services programs for individuals with disabilities of all ages. Teacher education programs in special education need to prepare prospective and practicing personnel to implement technology through technology integration into the curriculum, development of multimedia learning materials and design and delivery of distance education programs. However, there is insufficient research to clarify the impact of technology on service delivery and teacher education and few models of training to prepare educators to use technology in schools, colleges, and universities. This article examines current and future trends in technology in special education and in teacher education; addresses the positive and negative impact of technologies on service delivery and on personnel preparation; and explores how educators' attitudes and reactions and toward emerging technologies will determine the future of teacher education in special education.
Using Distance Education Technology to Train Teachers: A Case Study
Authors: Cooke Nancy L. , deBettencourt Laurie
Published: November 2009

Faculty from three universities cooperatively prepared and delivered a special education course for general educators. Interactive television was used for the presentation of instructional modules to four of the six remote sites. The remaining two sites viewed videotapes of the presentations one week following delivery. All other course activities, assignments, and evaluation requirements were identical at all six sites. Course evaluation data suggest that participants not only preferred interactive presentations, but also judged content and teaching as less effective when it was not interactive, Recommendations for increasing student involvement are offered.
Responsibilities and Preparation for Collaborative Teaching: Co-Teachers' Perspectives
Authors: Fennick Ellen , Liddy Deana
Published: November 2009

Special education and general education co-teachers currently involved in collaborative teaching responded to a survey of their team responsibilities and their preparation for collaborative teaching. Opinions of collaborative teaching were very positive. Respondents agreed that co-teachers' responsibilities in collaborative classes are similar to those expected in separate general education and special education settings. Co-teachers had little scheduled mutual planning time, though they considered it important. Special education and general education teachers agreed about who takes responsibility for planning and evaluation, but each group believed itself more responsible than the other for instruction and behavior management. Few teachers experienced the preparations rated most useful: mentoring by a co-teacher, student teaching in a collaborative class, and release time. For collaborative teachers to make classes inclusive, they need mutual planning time, as well as sufficient professional preparation prior to their collaborative teaching assignment.
Multicultural Education: Powerful Tool for Preparing Future General and Special Educators
Authors: Obiakor Festus E.
Published: November 2009

Teacher preparation programs continue to be challenged to respond to individual and collective growth of their students. One method that has been suggested by scholars and educators is the infusion of multicultural education in all pedagogical activities. The infusion debate in Colleges of Education across the nation has not been without controversy. While proponents believe multicultural education has an equalizing effect on teacher education programming, opponents believe it is balkanizing, un-American, and antiquality. To this effect, two critical questions deserve attention. Do teacher educators actually understand the powerful connection between multicultural education and education as a whole? Do they also understand the impact that the lack of such knowledge has on the inappropriateness of service delivery systems to learners who come from different cultural, linguistic, and racial backgrounds? This article responds to these questions while presenting ideas for educators willing to assist multicultural learners in maximizing their fullest potential in inclusive settings.
Substitutes with Significance: Increasing the Impact of Substitute Teachers in Special Education
Authors: Welscb Richrzrd G.
Published: November 2009

The impact of substitute teachers on student learning, especially on children with disabilities, is often overlooked. Special education substitute teachers must have the appropriate preparation and continuing professional development to be effective professionals. This article suggests ways to develop effective substitute teacher programs. The suggestions are framed around the Standards for Staff Development created by the National Staff Development Council. Substitute training and support systems need to address appropriate context, process, and content. Detailed recommendations are presented.
States' Diversity Requirements for Teachers
Authors: Miller Maurice , Strosnider Roberta , Dooley Elizabeth
Published: November 2009

All states and the District of Columbia were requested to send documents describing requirements for teachers in preparation for diversity. Documents were then analyzed to determine the definition of diversity used, whether documents listed specific standards, and whether preparation for teaching students with exceptionalities was also listed. Although 41 respondents were found to have at least some requirement, specifics of requirements, definitions, standards, and the way these were applied varied significantly.
Inclusion and School Change: Teacher Perceptions Regarding Curricular and Instructional Adaptations
Authors: McLeskey James , Waldron Nancy L.
Published: November 2009

This investigation used qualitative methods to address teacher perceptions regarding curricular and instructional changes that were made as inclusive programs for students with mild disabilities were developed and implemented in six elementary schools. Results of the teacher interviews revealed that, in contrast to add-on programs that were used in the past in an attempt to implement "mainstreaming " programs, teachers stated that fundamental changes in the school setting occurred as inclusive school programs were developed. These changes related to curricular requirements, instructional methods, methods of grading and related expectations for students' performance, and classroom grouping patterns. In addition, teachers noted that their roles were altered, as more teaming and collaboration occurred. Challenges that occurred as a result of these changes, as well as implications for practice, teacher education, and future research are discussed.
A Collaborative Research Project to improve the Academic Performance of a Diverse Sixth Grade Science Class
Authors: Maheady Lary , Michielli-Pendl Jean , Mallette Barbara , Harper Gregory F.
Published: November 2009

All educators must be prepared to meet the substantial instructional challenges that await them in 21st Century classrooms. Significant among these challenges will be the ability to improve the academic and behavioral performance of a more diverse and often impoverished student population within the context of an ever-expanding curriculum and an educational milieu that may provide fewer instructional resources and less educational support. To meet such challenges, all educators must work collaboratively to develop, implement, and evaluate effective teaching practices that can be applied feasibly and sustained over extensive time periods. Here, we have made a modest attempt to help one classroom teacher address some aspects of her impending instructional challenge. Using an alternating treatments design, we compared the effects of Response Cards, Numbered Heads Together, and Whole Group Question and Answer on 6th graders daily quiz scores and pretest-posttest performance in chemistry, and examined how each instructional intervention affected teacher questioning and student responding patterns in class. Implications are discussed for teachers, teacher educators, and educational consultants.
Burnout Among Special Education Teachers in Self-Contained Cross-Categorical Classrooms
Authors: Sloan Nichols Amy , LaPlante Sosnowsky Frances
Published: November 2009

This study examined degrees of burnout and the impact of three separate classroom conditions: the number of heterogeneous disability categories, caseload size, and the proportion of students with emotional impairments to the total class composition, among seventy-seven full-time special education teachers, with endorsements to teach students with learning disabilities, assigned to self-contained classrooms at the intermediatelmiddle school level in Michigan. This study simultaneously accounted for background and organizational variables reported to influence teacher stress, burnout, and attrition. The Maslach Burnout Inventory Educators Survey (1996), measured degrees of burnout based on Emotional Exhaustion, Depersonalization, and Personal Accomplishment. The Student Diversity and Organizational Satisfaction Survey identified participant background variables and satisfaction with organizational factors. Results indicated that neither the number of heterogeneous disability categories nor students per caseload were statistically significant to degrees of burnout. As the proportion of emotionally impaired students increased, the degree of depersonalization was significant. Dissatisfaction with special education university programs, professional development opportunities, and social support networks had statistical relevance to increasing degrees of burnout.
Weaving Experiential Education into a Preservice Special Education Course: The Klutz Experience
Authors: Ensign Jacque
Published: November 2009

"Wedving Experiential Education into a Preservice Special Education Course" is a study of an extensive experiential assignment in introducing preservice non-special education elementary teachers to the field of special education. This study documents the use of students' experiences in a difficult learning situation and investigates the transference of this learning experience to course content on individualizing a program for students with special needs. The article describes how students doing the Klutz Experience develop empathy for the struggles of students in special education and also learn how to motivate and support students in special education. This study suggests a way to alter the isolation of course content and to help avoid the objectification of students in special education as "other."
Evaluating Instruction in Distance Learning Classes
Authors: Beattie John , Spooner Fred , Jordan LuAnn , Algozzine Bob , Spooner Melba
Published: November 2009

Techuology-mediated distance education (e.g., two-way interactive television, Web based instruction) is revolutionizing the delivery of university-level courses. The great promise provided by increased enrollments in efforts to meet supply and demand needs has made learning at a distance particularly popular in special education. In this research, student ratings were compared in a methods course that was affered on campus and off campus using different means of instruction. Students' ratings were also compared for students in the distance education course at local and remote facilities. End-of-course student evaluations (e.g., overall mean, and component evaluations which examined course, instructor, and general evaluation items) were examined using an independent groups comparison design. Analysis of outcome measures revealed no difference in the overall course means. Overall ratings as well as cluster ratings for course, instructor, and general items were similar for a methods and materials course in learning disabilities taught on campus and at a distance. When outcome measures for on-campus students vs. off-campus students were examined, again, no differences were evident in the overall ratings. Similarly, course, instructor, and general item ratings were similar across settings and courses. Implications for future research in planning, implementing, and evaluating instruction at a distance are suggested.
Are Professionals Ready for Educational Partnerships? The Evaluation of a Technology-Enhanced Course to Prepare Educators for Collaboration
Authors: Welch Marshall , Brownell Kerrilee
Published: November 2009

This article describes a federally funded project designed to create and evaluate a technology-enhanced course to prepare educators for collaboration. A brief rationale is presented followed by a theoretical overview of the course. The topical content and technology components are also described. Results of mixed methodology of quantitative and qualitative analyses are reported and suggest that learners made significant cognitive gains. Similarly, participants' perspective of the experience was generally positive. Implications for teacher education programs and further development of technology-enhanced courses are discussed.
Role Analysis of Teachers Certified in Teaching Students Who Are Deaf/Hard of Hearing Who Team-Teach in Co-Enrollment Classrooms
Authors: Litchfield Sharon , Nelson Lartz Maribeth
Published: November 2009

A descriptive study was conducted to determine which of six teaching roles teachers of students who are deaf or hard of hearing used most often in co-enrollment classrooms with students who were deafl hard of hearing. The roles were (a) teaching students who are deaf or hard of hearing only, (b) teaching whole class, (c) interpreting, (d) teaching mixed groups of deaf and hearing, (e) teaching only hearing students, and (e) other teaching duties. Four teachers of students who are deaf or hard of hearing in primary co-enrollment classrooms were participants. Pre-service teachers enrolled in deaf education practica experiences observed the teachers and tabulated the frequency of each role. The results indicated that teachers engaged in teaching deaf students only most often, followed by teaching whole class, and interpreting. When teachers were grouped by grade level, teachers in the older grade classrooms functioned primarily as teachers of students who are deaf/heard of hearing and teachers in the younger grades functioned as whole class instructors most often. The findings suggest that teachers of students who are deaf or hard of hearing primarily engage in roles that allow them to meet the unique communication and language needs of their students.
Choices of Instructional Practices and Efficacy Beliefs of Israeli General and Special Educators: A Cross-Cultural Research Initiative
Authors: Leyser Yona
Published: November 2009

Abstrctct. The study examined teacher choices of instructional practices needed in inclusive settings and their efficacy beliefs. Subjects were 560 general education and 139 special education teachers in Israel. Participants responded to a 68-item questionnaire about instructional practices and a 13-item self-efficacy scale. Significant differences between reported use and judgments of the effectiveness of various groups of practices were fourcd between groups. Special education teachers reported using more frequently individualized instruction strategies and assessment procedures. General educators reported communicating more with parents and with students. Both groups rated significantly higher all strategies for effectiveness than for use. Significant correlations, particularly for the general education group, were found between self-efficacy beliefs and choices of instructional behaviors. Scores on the self-efficacy scale were significantly higher for the special education group than for their counterparts. Training in mainstreaming and type of school were related to self-efficacy scores. Implications for cross-cultural future research, the development of standards for the preparation of educators, and for teacher education are discussed.
Effective Pedagogy and E-Learning
Authors: Kiefer- O'Domnnell Richard , Spooner Fred
Published: November 2009

The dramatic increase in use of the Internet and the various applications and platforms that are accessed through it is perhaps the most significant single development for the field of teacher preparation in the last 20 years. For many, it is a ray of hope; a truly powerful strategy to reach populations of new and existing teachers who are cut off from best practice. To others and perhaps, many others, these approaches are perceived as, at best, short cuts to effective personnel preparation. They are often considered inadequate and inappropriate substitutes for on-campus and face-to-face instruction. A number of real issues contribute to this growing conflict, but perhaps the greatest of these has to do with the ability of these tools to promote learning, either locally or at-a-distance, or in real-time or at the convenience of the learner. As such, this issue of Teacher Education and Special Education will include a discussion of effective pedagogy and e-learning, a discussion that most likely will continue for quite a while.
Teaching Behaviors
Authors: Gajar Anna Helen
Published: November 2009

Reilability ratings were conducted on 18 operationally defined teacher behaviors within four competency-based teacher education categories: (a ) Planning Instruction, (b ) Methodology, (c ) Behavior Management, and (d ) Classroom Management. Percentages of agreement were calculated on product and performance sections of an observational checklist independently completed by the project director and a project consultant for each of 20 sessions. Agreements on the Product/Performance, Spring/Summer sessions and on the total checklist were all in the acceptable range of reliability, indicating a basically reliable assessment instrument. The question as to whether teaching behaviors can be objectively evaluated can be affirmed.
Teacher Training
Authors: Sue Englert Carol , Sugai George
Published: November 2009

Twenty preservice special education teachers participated in a study to examine the effects of the combined technique of peer observation with observation systems technology on the teaching performance of teacher-trainees. The subjects were divided into two groups: experimental and control. Experimental group trainees used well-defined observation systems to collect teacher/pupil data for the provision of feedback to peers, control trainees developed their own systems of anecdotal report. Three major types of data were collected and analyzed: (a ) behavior/lesson management, (b ) teacher-trainees' instructional management skills, (c ) teacher-trainees' feedback strategies. Results showed that the experimental group maintained a higher level of pupil accuracy during direct instruction, maintained a brisker presentation and correct rate, and tended to prompt correct responses less often than the control group. These findings and other observations are discussed.
Changing Teachers' Perceptions of Mainstreaming
Authors: Hudson Floyd , Reisberg L.E. , Wolf Ron
Published: November 2009

A questionnaire was administered pre and post-test to 154 regular classroom teachers enrolled either in an in service program or in university courses designed to prepare regular classroom teachers to teach handicapped children mainstreamed into their classes. The questionnaire explored the teachers' beliefs and perceptions about mainstreaming in the areas of teaching skills, time available to teach handicapped children, attitudes toward mainstreaming, availability of materials, support services, and need for additional training. Both the inservice and university courses produced significant changes in the participants' responses on the questionnaire. Significant changes were found on the total test and in the variables of skills, time, attitudes, materials, and services.
Why aren't School Personnel Reporting Child Abuse in Wisconsin?
Authors: Bavolek Stephen J.
Published: November 2009

A statewide survey was conducted among school personnel in Wisconsin to assess the degree to which school personnel were aware of their legal responsibility to report suspected cases of child abuse and neglect. A total of 1,637 school personnel in 112 schools participated in the study. Data generated from the survey indicate that 49% of the survey sample have suspected a case of child abuse, while 55% have suspected a case of child neglect. However, only 31% of the suspected abuse cases and 30% of the suspected neglect cases were ever reported. Personal biases and myths were rationales offered for not reporting in 68% of the comments. Statements indicating a lack of knowledge or awareness were present in 63% of the responses. Although 54% of the respondents indicated their school districts had a reporting policy and set of procedures, 76% indicated that they did not have a copy of the policy or were unsure if they had ever received a copy.
Interdisciplinary Training in the Community
Authors: Gardner Thomas P. , Bender Michael , Forness Steven R. , Lynch Eleanor W. , Rotberg Jay , Urbano Richard
Published: November 2009

To determine the extent to which University-Affiliated Facilities (UAFs) were directing training activities toward groups other than registered college and university students, data were collected from 23 interdisciplinary centers located in various areas of the country. During a 3-month study period, 822 inservice training programs were conducted involving over 1,100 professionals as presenters and over 23,000 persons as receivers of these inservice activities. Presentations which addressed essentials of appropriate programming for the handicapped occurred most frequently, with parents of handicapped children being a primary audience for these inservice training efforts. Findings also indicated the emergence of a broader professional role for the special educator.
Paraprofessional Preparation
Authors: Gallegos Anne Y.
Published: November 2009

Given the projections for professionals needed in the field of special education over the next decade and the rate at which professionals are being trained in institutions of higher learning, it is evident that a discrepancy exists. In an effort to meet the increasing need for persons to provide special services, local programs have begun to use resources within the local community. This article examines the development and implementation of a program which was designeo to train senior citizens to work with the handicapped. An organizational outline, program activities, evaluation, and results are discussed.
The Personal Factor in Special Education Personnel Preparation
Authors: Wolf Joan S. , Stephens Thomas M.
Published: November 2009

This paper describes a project which examined the effects of significant adults on the lives of prominent individuals and imprisoned people. Prominent figures in government, the media, literature, the arts, sports, and education were asked to respond to questions about significant experiences during their developmental years and to give advice to those who influence children. Responses were also solicited from imprisoned persons through wardens and state superintendents of penal institutions. In some cases, personal interviews of prisoners were conducted. Some recurrent themes of respondents were identified with interesting differences between the prominent people and the imprisoned population. The implications for teacher preparation are discussed.
Teaching Written Language Skills
Authors: Rousseau Marilyn K. , Bottge Brian A.
Published: November 2009

Deficits in written language are often exhibited by students labeled learning disabled, educable mentally retarded, and behavior disordered. Nevertheless, little is known about the quality of the preparation teachers receive for teaching written language skills. Survey questionnaires sent to 920 special education teachers in three states requested demographic, factual, and attitudinal information about teaching written language. The response rate was 55% (508). Results indicate that most teachers are inadequately trained to teach written language, although almost 3/4 of the teachers have students with writing deficits stated on their IEPs. The need for preservice and inservice training is documented.
A Strategy for Rational and Responsive Program Evaluation
Authors: Earle Knowlton H.
Published: November 2009

This paper offers a strategy for evaluating university training programs in special education. The strategy is comprised of five steps for designing and implementing a system that is responsive to changing trends and needs and oriented to applications by departments of special education using existing resourses and programmatic standards. The discussion includes examples illustrating the steps and considerations involved in implementing them.
Perceptions of the Quality of Student Teaching Supervision
Authors: Cobb Hazel B. , Powers Ann R.
Published: November 2009

Sixty-three recent graduates and 171 university supervisors of special education teacher preparation programs served as a sample in a survey determining perceptions of the quality of student teaching supervision. A questionnaire was completed by all randomly selected subjects from across the nation. The results indicated that slight differences of opinion were found between the perceptions of the recent graduates and the university supervisors related to the quality and nature of student teaching supervision. It is suggested that in some instances greater emphasis is placed on the prestudent teaching knowledge base than on the development of teaching competencies acquired by the student teaching experiences.
Increasing Preservice Curriculum Accountability to Rural Handicapped Populations
Authors: Heige Doris I.
Published: November 2009

Alarming inadequacies of the quantity and quality of rural special education personnel have become an increasing concern of the U.S. Office of Special Education Programs and the U.S. Congress. Although many difficulties of serving rural handicapped children may remain for years, appropriate preservice training for rural special educators can begin to address serious recruitment and retention problems while training potentially better quatified personnel. Promising initiatives described in this article are data-based, use existing resources of higher education institutions, and involve collaboration among a national consortium of special educatlon training programs. Fotential benefits for rural handicapped populations are noteworthy.