Barbara Sirvis

Bio: Barbara Sirvis is an academic researcher. The author has contributed to research in topics: Special education & Teamwork. The author has an hindex of 3, co-authored 3 publications receiving 68 citations.

Developing IEP's for Physically Handicapped Students: A Transdisciplinary Viewpoint.

Abstract: Y e individualized education program (IEP) has been identified as a solution-and a problem-for professional special educators. Designed to enhance appropriate educational programing, it also brings to the forefront many of the problems previously encountered in attempts to provide interdisciplinary programing and evaluation for special children. Although much of the information in this article can be applied to other disability areas, it is specifically oriented toward the numerous professionals from many disciplines who may work more with students with orthopedic and other health impairments. The purpose here is to explore the aspects of the IEP that relate to the need for extensive input by these professionals. Initially, it is essential to identify the areas that are crucial to an understanding of the development of the IEP for this population: (1) definition of the population, (2) appropriate skill areas, (3) the transdisciplinary approach as a new approach for intervention, and (4) roles of transdisciplinary team members, parents, and, when feasible, students in the development and implementation of the IEP.

Preparing new teachers for inclusive schools and classrooms.

Abstract: This is an ESCalate development project led by Eileen Winter of Queen's University, Belfast. This project is both investigative and comparative in nature. It is specific to the N. Ireland context, and an extension of a similar project undertaken by the proposer at the Ontario Institute for Studies in Education, University of Toronto, Canada (2002-2003). It will allow for cross-jurisdictional comparisons in relation to preparing teachers for inclusive classrooms. It has long been recognised that new teachers are apprehensive about their ability to teach students with special educational needs (SEN), and have found their preparation for inclusive classrooms inadequate at best (Garner, 1996; Dwyfor Davis a Garner, 1997). The project will produce evidence of the current status of SEN in Initial Teacher Education in N. Ireland. Findings will draw from the experiences of current practitioners to establish guidelines for good practice in preparing teachers for inclusive settings. Findings will be compared with the Ontario study and, where appropriate, will be amalgamated into a set of recommendations pertinent in both jurisdictions. It includes a final project report

Modeling Domain Learning: Profiles From the Field of Special Education

Abstract: The authors examined knowledge, interest, and strategic processing profiles within special education for 4 educational communities. Participants included undergraduates not majoring in special education and undergraduates, graduate students, and faculty from special education. Cluster analysis tested whether participants would exhibit the knowledge, interest, and strategic processing profiles expected for individuals at various stages of expertise. The Model of Domain Learning (MDL) was the theoretical framework for data interpretation. Results provided strong support for the MDL. Specifically, 4 clusters emerged from the data. Clusters (i.e., Acclimation, Early Competence, Mid-Competence, and Proficiency) were statistically distinct with regard to the external criterion, domain-specific analogical reasoning, and in relation to clustering variables. Implications for developmental models of expertise and for educational practice are considered.

Is the Glass Half Full or Half Empty? Challenges Encountered by First-Year Special Education Teachers

Abstract: Help Wanted: Individuals who are enthusiastic, intelligent, energetic, and personable to work in challenging situations with challenging individuals. Extrinsic rewards minimal. Intrinsic rewards unlimited.

Instilling Collaboration for Inclusive Schooling as a Way of Doing Business in Public Schools

Abstract: This article provides a broad overview of the concepts of collaboration and inclusive schooling within the context of rapid change in public education. the authors examine the current definitions of collaboration and inclusive schooling. they review various rationale for collaboration, current legislation related to collaboration in schools, and the recent research (1989 to 1995) on the effectiveness of collaboration in achieving the outcomes mandated by the individuals with disabilities education act (idea). in addition, they discuss major barriers to and facilitators of effective collaboration and make several recommendations for the supports needed to establish a collaborative ethic and collaborative behavior in public schools. the authors argue that collaboration can no longer be considered a voluntary act.

Teacher Competence, Student Diversity, and Staff Training for the Inclusion of Middle School Students with Emotional and Behavioral Disorders

Abstract: The findings from the pilot phase of Project Destiny, a 3-year research and training project concerning the knowledge and skills that middle school teachers need to educate students with emotional and behavioral disorders (EBD) in inclusive settings, are reported. Teachers' self-ratings concerning their knowledge base and skill mastery in the area of EBD were assessed and analyzed. Results of the teacher self-assessments are reported in relation to their ratings of the diverse academic, social, and emotional behaviors of their students in these inclusive classrooms. These initial results suggest that teachers viewed themselves as having only little-to-some competence for working with the academic and behavioral challenges that students with EBD present. The Project Destiny Training Model was empirically developed from these preliminary results, and initial staff development activities in the model are discussed in terms of their value for expanding the knowledge, skills, and strategies of teachers in incl...