Showing papers in "Teacher Education and Special Education in 2001"
TL;DR: The gap between initial discoveries and their becoming a part of routine practices has been identified as a major barrier for special education research as mentioned in this paper, due to the separateness of the research and practice communities, limited relevance of educational research, the failure to articulate manageable research-validated interventions, and the weak opportunities for professional development.
Abstract: In the last 100 years, research discoveries and new knowledge have transformed the lives of many around the world. Special education research has provided equally startling advances leading to improved practices that have dramatically improved the lives, learning, and competencies of persons with and without disabilities. Common to research in all disciplines is the gap between initial discoveries and their becoming a part of routine practices. However, unique to special and general education research are the separateness of the research and practice communities, the limited relevance of educational research, the failure to articulate manageable research-validated interventions, and the weak opportunities for professional development. These are among the primary reasons that explain the current gap between research and practice in special education. Implications and solutions are discussed.
261 citations
TL;DR: In this article, the authors 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.
Abstract: 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.
137 citations
TL;DR: 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 as discussed by the authors.
Abstract: 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 accomplish...
97 citations
TL;DR: In this paper, a survey of special education and general education co-teachers currently involved in collaborative teaching was conducted, where they were asked about their team responsibilities and their preparation for collaborative teaching.
Abstract: 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 teachin...
95 citations
TL;DR: This paper used the Inclusive school program survey to compare the perspectives of teachers who were currently teaching in inclusive school programs with teachers that were not teaching in them, and found that teachers in both groups were more likely to support inclusion.
Abstract: 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 s...
89 citations
TL;DR: The authors present a synthesis of the most valuable lessons learned from five OSEP-funded, directed-research projects as a contribution to the collective understanding of the field of specia.
Abstract: In this paper, we present a synthesis of the most valuable lessons learned from five OSEP-funded, directed-research projects as a contribution to the collective understanding of the field of specia...
68 citations
TL;DR: In this paper, the authors describe West Virginia University's five-year preservice teacher education program efforts to meet this need using a strand approach, a series of special education learning outcomes and competencies have been incorporated into the core courses required of all education majors.
Abstract: There is little doubt that general education teachers need to be prepared for students with special needs who will be in their classrooms. In this article, we describe West Virginia University's five-year preservice teacher education program efforts to meet this need. Using a strand approach, a series of special education learning outcomes and competencies have been incorporated into the core courses required of all education majors. Using both quantitative and qualitative assessments, students enrolled in their second, third and fourth year of the teacher education program and faculty teaching the core courses responded to the degree of competence and confidence they felt regarding the strand approach. Recommendations for WVU's fifth program year as well as for strengthening other teacher preparation programs with similar concerns are offered and supported.
59 citations
TL;DR: This paper found that students who differ from the mainstream, both physically and culturally, often find themselves at odds with the culture of schools, and under these conditions, issues of misperceptions and proportionality arise.
Abstract: 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 proportionali...
57 citations
TL;DR: In this article, the authors examine current and future trends in technology in special education and in teacher education; addresses the positive and negative impact of technologized education for individuals with disabilities.
Abstract: 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 technolog...
51 citations
TL;DR: In this article, a questionnaire was developed to analyze the perceived importance of 30 transition-related teacher competencies, including money management skills (97 percent), involving parent (96 percent), money management, and involving parent.
Abstract: 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 re...
48 citations
TL;DR: In this article, the difference between research and craft knowledge of teaching is discussed, and the implications of these differences are discussed, as well as the professional contexts for the use of research in education and how these professional contexts differ from those in impressively effective professions.
Abstract: While many in education are aware of the gap between research and practice, one might wonder if preservice teachers in general and special education are aware that a gap exists in their chosen profession? What should teachers, parents, and policy makers expect of educational research? What are the professional contexts for the use of research in education and how do these professional contexts differ from those in impressively effective professions. Lastly, what should all teachers know about the difference between research and craft knowledge of teaching? These and related questions are addressed in the following paper. Implications are discussed.
TL;DR: This paper conducted an interview with teachers who teach in inclusive settings to gather information about their perceptions, attitudes, beliefs, and experiences relevant to inclusion, identifying common themes and concerns, and presenting implications for teacher preparation programs.
Abstract: Although inclusive education has been implemented in public schools across the country, there are no universally agreed upon definitions or madels of inclusion, Preservice and inservice teachers enrolled in an inclusion course examined the ethical, educational, and legal considerations related to inclusion. As a major component of the course, students interviewed teachers who taught in inclusive settings to gather information about their perceptions, attitudes, beliefs, and experiences relevant to inclusion. This paper provides an analysis of the interview responses, identifies common themes and concerns, and presents implications for teacher preparation programs.
TL;DR: Project Inclusion as mentioned in this paper is a project funded by a state grant and implemented at Southeastern Louisiana University (LSU) in Shreveport, LA. Project Inclusion provided financial support for general educators willing to participate in the project.
Abstract: The article describes a project funded by a state grant and implemented at Southeastern Louisiana University. Project Inclusion provided financial support for general educators willing to participa...
TL;DR: This article found that rural special educators tend to burnout more quickly than other teachers (e.g., Helge, 1991; Singer, 1993; Westling & Whitten, 1996; Williams, Gold, & Russell, 1995).
Abstract: * rural special educators &dquo;burnout&dquo; more quickly than other teachers (e.g., Helge, 1991; Singer, 1993; Westling & Whitten, 1996; Williams, Gold, & Russell, 1995). These types of problems are compounded by the difficulty teachers have obtaining university training. Rural communities often have a surplus of elementary and secondary teachers, and many of them take positions in special education on provisional licenses. These teachers, however, may
TL;DR: The use of case-based instruction (CBI) enjoys considerable popularity in teacher education programs as mentioned in this paper, however, there is little published research on instructional methodology or outcomes, and there is a need for empirical documentation of the efficacy of CBI, especially with respect to its impact on promoting the generalized use of effective teaching practices.
Abstract: 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.
TL;DR: In this article, the authors define service learning and describe service learning as a distinct pedagogy from field-based professional programs, and provide guidelines for developing, implementing, and evaluating service learning courses in special education programs to majors and non-majors.
Abstract: This article defines service learning and describes service learning as a distinct pedagogy from field-based professional programs. Fundamental components of service learning courses and guidelines for developing, implementing, and evaluating service learning courses in special education programs to majors and non-majors are presented.
TL;DR: In this article, the authors point out that despite an impressive corpus of research on effective practices for school-age children with disabilities, such information only sporadically finds its way into educational practice, even when the research has produced substantial knowledge related to problems of realworld importance.
Abstract: espite an impressive corpus of research on effective practices for school-age children with disabilities, such information &dquo;only sporadically finds its way into educational practice, even when the research has produced substantial knowledge related to problems of real-world importance (Fullan, 1992; Gersten, Woodward, & Morvant, 1992; Huberman, 1983; Kaestle, 1993; Malouf & Schiller, 1995). We offer the following as a case in point.
TL;DR: In this paper, the authors provide guidelines for effectively implementing Case Method of Instruction (CMI) in special education teacher preparation programs, along with examples of inservice applications of CMI.
Abstract: 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.
TL;DR: Many teacher education programs focus minimal attention on the ethical, political, social, and cultural dimensions of teaching as mentioned in this paper, which are major barriers to the achievement of parity in education for students commonly "marginalized" in the educative processes in school.
Abstract: Many teacher education programs focus minimal attention on the ethical, political, social, and cultural dimensions of teaching. These four factors construct and sustain critical aspects of schooling for all children and are major barriers to the achievement ofparity in education for students commonly "marginalized" in the educative processes in school. All teacher educators shoulder the responsibility of helping prospective teachers become routinely reflective regarding moral and ethical issues that are often "conversations not had" and subsequently impair opportunities for many students of color to experience positive school outcomes.
TL;DR: The authors discuss the political and societal contexts of contemporary American schools and the extent to which they support researchers' efforts to improve teachers' instructional practices and to advance our understanding of research to practice dissemination.
Abstract: sive&dquo; efforts to improve teachers’ instructional practices and to advance our understanding of research to practice dissemination. Many of the lessons they learned are original, important, and insightful-the relative value of district and building level administrative support, for example, and the important role of school-based allies. Nonetheless, questions remain about researchers’ and teacher educators’ ability to engage in such work on a scale broad enough to reach every school that needs help. Reading these papers made us wonder about the political and societal contexts of contemporary American schools and the extent to which they support researchers’ efforts to work in the manner described by these authors. Thus, in this paper, we discuss
TL;DR: In this paper, the authors present an effective beginning reading program at the school level for all students at each grade, determining what adjustments must be made for students with disabilities, and documenting that programs actually leads to satisfactory learning outcomes for students.
Abstract: Establishing an effective beginning reading program at the school level is a complex and difficult task. Determining essential program components for all students at each grade, determining what adjustments must be made for students with disabilities, and documenting that programs actually leads to satisfactory learning outcomes for students requires complex decisions on the part of teachers and administrators at each school.
TL;DR: The authors 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.
Abstract: 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 wh...
TL;DR: In this paper, two separate experimental studies are described examining the effects of literary texts in teacher education on changing attitudes toward children with disabilities, finding that reading literary texts was more effective than reading professional texts in promoting positive attitude change.
Abstract: 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.
TL;DR: The infusion debate in Colleges of Education across the nation has not been without controversy as mentioned in this paper, while proponents believe multicultural education has an equalizing effect on teacher education programming, opponents believe it is balkanizing, un-American, and antiquality.
Abstract: 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 multicult...
TL;DR: The research to practice gap in education continues to gain attention of researchers, teacher educators, teachers, administrators and, increasingly, national policymakers (Carnine, 1995, 1997; Foorman, Fletcher, Francis, & Schatschneider, 2000; Gersten, Chard, & Baker, 2000, Vaughn, Klingner, & Hughes, 2000) as discussed by the authors.
Abstract: he research to practice gap in education continues to gain attention of researchers, teacher educators, teachers, administrators and, increasingly, national policymakers (Carnine, 1995, 1997; Foorman, Fletcher, Francis, & Schatschneider, 2000; Gersten, Chard, & Baker, 2000; Vaughn, Klingner, & Hughes, 2000). In many ways, the Office of Special Education (of the U. S. Dept. of Education) has been a major innovator in this area. The Office has supported numerous research to practice initiatives in the past fifteen years, and waves of projects
TL;DR: In this paper, 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.
Abstract: 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 a...
TL;DR: In this article, the authors present the outcomes of a fifteen-month project to integrate portfolios in one undergraduate special education preparation program, along with recommendations for future research on the efficacy of portfolios.
Abstract: Using teaching portfolios in preservice special education programs as an alternative to formal measurement methods is a relatively new process. Reform advocates have called for more authentic measures of teaching performance, particularly at the preservice level when potential special educators are gaining new views new views of their accomplishments. The purpose of this article is to present the outcomes of a fifteen- month project to integrate portfolios in one undergraduate special education preparation program. The process of defining portfolios, how they will be used, the process of evaluation of portfolios, and the benefits of portfolio use will be presented, along with recommendations for future research on the efficacy of portfolios.
TL;DR: This paper examined the effect of modeling instructional strategies in an introductory class for preservice special education teuchers and found that participants' attitudes toward various instructional strategies with regard to their own learning and their perceptions of instructional strategies to use with teaching students with exceptionalities were examined.
Abstract: The current study examined the effect of modeling instructional strategies in an introductory class for preservice special education teuchers. Participants' attitudes toward various instructional strategies with regard to their own learning and their perceptions of instructional strategies to use with teaching students with exceptionalities were examined. Results indicated that attitudes and perceptions of preservice special educators were positively affected by the instructor's modeling of certain strategies.
TL;DR: McCollum and Stayton as discussed by the authors reported that individuals who experience interdisciplinary collaboration in their preservice programs are more likely to be prepared in personnel preparation programs that teach and model interdisciplinary approaches.
Abstract: Bruder, 1999). Further, the interdisciplinary nature of community-based programs suggests that students should be prepared in personnel preparation programs that teach and model interdisciplinary approaches (McCollum & Stayton, 1996; Rosenkoetter & Stayton, 1997; Miller & Stayton, 1998). Winton and Mellin (1997) reported that individuals who experience interdisciplinary collaboration in their preservice programs are