Special Education Personnel in State Departments of Education: A Report Based on the Findings from the Study "Qualification and Preparation of Teachers of Exceptional Children". Bulletin, 1956, No. 6
Author: Mackie, Romaine
Date: 1956-00-00
Type: Historical Materials
Subjects: Disabilities,Teacher Qualifications,Personality Traits,Special Education,Educational Background,Expertise,Special Education Teachers,State Departments of Education,Teacher Education,Generalization,Administrator Attitudes,Standards,Personnel Selection,Guidelines,Statistical Analysis,Administrator Qualifications

In a phase of education as relatively new as the education of exceptional children, concepts and practices are constantly expanding and changing. These changes have been accompanied by an increasing recognition of the value of the work done by special education personnel in State departments of education; relatively little attention, however, has been given to the establishment of professional standards for such staff members. Most persons would readily grant that "preparation" and "experience, specialized knowledge" and "skills" and "personality traits and attitudes" all contribute to successful leadership, even without making an objective study to confirm such as generalization. The unanswered question is "What distinctive competencies and skills, what educational background, what specific personality traits and attitudes are of most importance in the development of a fully effective State director or specialist?" To answer the question, these necessary elements must be identified and described in order that they may be presented in such a form as to constitute a goal for State special education leaders, and a professional standard which would be a useful tool in the selection of such personnel. In order to get new light on these questions, information was collected as part of the broad study, "Qualification and Preparation of Teachers of Exceptional Children." This publication reports those findings which have bearing on the professional competence of directors and specialists in State departments of education who are responsible for the education of exceptional children. Specifically, it includes some information on the State directors and specialists contributing to the study, a statement of a committee of experts on the competencies needed by State personnel, opinions on the background of experience and preparation thought to contribute to success in this field, personality characteristics which teachers would like their directors and specialists to have and the services they expect from them, and a summary with implications for future planning. It is hoped that the findings will serve as a guideline to the development of standards for State leaders. Appended are: (1) The Plan and Procedures Used in the Office of Education Study, Qualification and Preparation of Teachers of Exceptional Children; (2) Information About the Special Educators Participating in the Study; (3) Statistical Procedures and Results; and (4) Excerpts from Inquiry Forms. Individual sections contain footnotes. (Contains 6 tables and 5 graphs.) [This bulletin was prepared in collaboration with Felix S. Barker, W. Kuhn Barnett, Mamie Jo Jones, Hazel C. McIntire, Frances A. Mullen, H. E. Robinson, and A. LeRoy Taylor. Best copy available has been provided.]