Special Education Personnel Preparation Research Articles

Special Education Personnel Preparation in Singapore

Special education in Singapore has evolved considerably during the past two decades with greater enrollments of students with special educational needs in regular mainstream schools. This progressive transformation in Singapore’s education towards the inclusion of students with special needs in mainstream classes has been accompanied by concomitant changes in teacher preparation programs for both general and special education teachers and professionals. This article situates and describes special education in Singapore and its increasing role in partnering with mainstream education within Singapore’s socio-historical context and evolvement as a nation since independence. Current issues related to special education and its expanding role in preparing teachers and related professionals for working with students with special educational needs in both mainstream and special schools are discussed with implications raised for future directions.

Preparing early interventionists to implement family-centered practices

ABSTRACTThe reauthorization of IDEA in 1997 placed greater emphasis on providing early intervention services to the family unit versus solely focusing on children with disabilities or children who are at risk for disabilities. Due to the shift from child-focused services to family-focused services, the need to implement family-centered practices became apparent. This study explored the experiences of graduates of an early intervention/early childhood special education personnel preparation program to gain an understanding of the factors that facilitate implementation of family-centered practices. Results from an online survey and focus groups revealed that the graduates, in general, held positive beliefs about partnering with families, and there were several program components that facilitated the implementation of family-centered practices. Implications are described for advancing the knowledge base about preparing students to work in the field of early intervention.

Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era

The authors consider the future of special education personnel preparation by responding to an overarching question: What frameworks might teacher educators use as a basis to promote special education teacher effective performance now and in the future? In answering this question, they summarize current trends in the context of schooling and special education (i.e., Common Core State Standards [CCSS], multi-tiered systems of support [MTSS]) and what these contexts demand of special education teachers. The authors propose a practice-based model for fostering effective special education teacher performance. Grounded in the science of learning, the model includes approaches in teacher education that align with this literature. Implications for implementing the model are provided, which recognize current constraints on schools and colleges of education, to better promote this model for fostering effective performance.

Early Childhood Special Education and Early Intervention Personnel Preparation Standards of the Division for Early Childhood

Results of the field validation survey of the revised initial and new advanced Council for Exceptional Children (CEC) Division for Early Childhood (DEC) early childhood special education (ECSE)/early intervention (EI) personnel standards are presented. Personnel standards are used as part of educational accountability systems and in teacher personnel preparation program accreditation to train highly qualified teachers. DEC and the National Association for the Education of Young Children (NAEYC) members were partners in the validation survey. The method and survey procedures are described along with the knowledge and skill standards selected as essential and retained in the final DEC ECSE/EI approved sets of standards. Purposeful sampling was used to select DEC respondents for their knowledge and expertise in personnel preparation and operation of ECSE/EI and early childhood education (ECE) programs. Results from the DEC and NAEYC respondents are compared and contrasted. Challenges and limitations are discussed.

A Model for an Online Program Preparing Rural Directors of Special Education and Pupil Services

This article describes a model in special education personnel preparation designed to respond to needs in rural areas for fully licensed Director of Special Education and Pupil Services administrators. The program utilizes a fully online course format and also requires participants to complete a supervised practicum in their school districts. Rigorous admission requirements and extensive involvement of retired or presently employed Directors of Special Education maintain quality and have allowed for efficiency in this state approved program. This program has graduated over 60 candidates across 3 years.

RSEQ 4th Retrospective Issue Introduction

As I have read the introductions to the three previous RSEQ retrospective issues, I have enjoyed the personal reflections in each. Each introduction serves as a testimonial to the professional and personal meaning of the American Council on Rural Special Education (ACRES). In keeping with this spirit, I would like to share the profound importance of ACRES on my professional development. I came to post-secondary education after 20 years in the public schools. I was introduced to ACRES by the first dean with whom I worked at Eastern Montana College. He advised me to join the organization, knowing it would enhance my position as coordinator of a special education personnel preparation grant project. He had no idea how ACRES would enhance my career. I attended my first ACRES conference in Nashville, TN. I met Dolly Parton on the elevator in the Peabody Vanderbilt Hotel and Dr. Terry Berkeley at the bar. I have returned to every conference but one since in the hopes of seeing Dolly again; I have seen Terry lots but never Dolly! Because our institution, now MSU Billings, was a month away from a joint NCATE-Montana Office of Public Instruction (OPI) accreditation review, I did not attend this year's 2010 conference in Memphis. (I might have run into Dolly!!) Having been a public school teacher and administrator, I came late to the publish or perish game. ACRES provided me with a safe and nurturing environment for launching into professional conference presentations and journal publications. There were mentors ready and willing to guide my progress with encouragement and sage advice. Not the least of these was Dr. Berkeley. Approximately one-third of the professional presentations and nearly half of the publications listed in my curriculum vita are with ACRES. ACRES also provided professional opportunities for organizational involvement. At an early conference, I volunteered to help at the registration table. Since that time, I have been totally immersed working on the initial and following revisions of the ACRES' By-laws, serving multiple terms on the National Board of Directors, chairing the board for two consecutive terms, serving as an RSEQEditon?a Board member and manuscript reviewer, currendy serving as the ACRES Historian, and ending a 5 -year contract with ACRES for MSU-Billings and the Montana Center on Disabilities hosting the National Headquarters. In the 20 years of my involvement with ACRES, I ask, have we learned as special educators? In the previous retrospective issues in both the introductions and commentaries, audiors have spoken to ACRES leadership and futures, thinking as tliey have contemplated the included retrospective articles. This journey in time lets me know the core of issues does not seem to change. In the beginning of ACRES, over 30 years ago, issues addressed included the following: * Defining rural * Recruitment and retention of fully qualified special educators for schools * Funding, lack thereof, or lack of a stable funding source * Consolidation of small schools for efficiency and economy What are the issues today? In Montana, they include the following: * Defining rural - While Arfstrom (2001) provided updated definitions, Montana is currently classified as frontier with Billings (the largest metropolitan area with a population of approximately 100,000) classified as rural. * Recruitment and retention of fully qualified special educators for schools - the Office of Public Instruction Special Education Endorsement Project (Burdge, Fishbaugh & Christensen, 2003; Fishbaugh, 2002; and Fishbaugh, Christensen & Burdge, 1999), begun in 1987, is flourishing today. The purpose of this project is recruiting and retaining special educators in the small, remote, schools scattered throughout the state. Participants have 3 years to complete requirements for earning the special education endorsement on a Montana educator license. …

Evaluating the Federal Investment for Personnel Preparation in Special Education

In response to the current federal initiative to evaluate the impact of the Individuals with Disabilities Education Act Personnel Preparation program, the authors summarize prior efforts to evaluate the program and identify common themes and gaps in that work. Also, the authors pose issues and questions for those who seek to understand the impact of the program and provide recommendations for how those questions might be addressed.

Online Learning and Mentors: Addressing the Shortage of Rural Special Educators through Technology and Collaboration

This article describes a promising model in comprehensive special education personnel preparation to support the recruitment and retention of special education teachers in rural areas. The approach draws on several bodies of research to include best practices for teacher education, online service delivery, collaboration among key stakeholders, and the development of strong mentoring and induction programs. The implementation plan, based on evidence-based practice in special education and online learning, is presented. A key element of this plan is developing and maintaining strong relationships among rural districts, the state department of education, and higher education.

A Multistate Survey of Special Education Teachers' Perceptions of Their Transition Competencies

Adult outcomes for students with disabilities continue to remain below their peers without disabilities, and such poor postsecondary outcomes may be due to special education teachers who are unprepared to plan and deliver effective transition services. This study examined the perceptions of 557 middle and high school special education teachers from 31 states. A transition competencies survey was developed to collect data on teacher demographic variables as well as ratings of their levels of proficiency in (a) preparation to plan and deliver transition services, (b) satisfaction with transition training, and the (c) frequency with which they deliver specific competencies. Implications for including transition content in both special education personnel preparation programs and professional development opportunities for teachers of transition-aged youth are discussed.

Contexts, Funding History, and Implications for Evaluating the Office of Special Education Program’s Investment in Personnel Preparation

In this article, the authors explore contexts that have shaped the federal program for personnel preparation in special education. A brief review is provided of the historical, political, and policy considerations that influenced the directions, implementation, and impacts of the federal personnel preparation program funding at particular points in time. Issues and questions are posed for those who seek to understand the impact of the program, and recommendations are provided for how answers to those questions might be used to improve the program and enhance its impact.

Perceptions of Graduate Students on the Use of Web-based Instruction in Special Education Personnel Preparation

This study examined the perceptions of 88 graduate students on the use of Web-based instruction in preparing special education personnel. Following the collection of data using surveys, 6 participants were randomly selected from the original sample and interviewed. Findings supported Web-based instruction as a convenient way for students to pursue their education. Furthermore, findings indicated that Web-based courses with increased structure and organization resulted in improved learning outcomes. Greater opportunities for learner and instructor interaction in Web-based courses increased the probability of acquiring anticipated learning goals and objectives. Finally, technological problems and a lack of user-friendly technology jeopardize the effectiveness of Web-based instruction.

Answering the Call to Prepare Special Education Teachers at Institutions of Catholic Higher Education

Concerns for social justice have called Catholics and others to be compassionate and supportive to children with disabilities by establishing schools and other learning opportunities to nurture this population. Special education as a field has developed over the past 40 years. This study examines the incidence, context, and nature of special education personnel preparation programs in institutions of Catholic higher education (ICHE). Through literature searches and web-based searches on the National Catholic College Admission Association website, a survey, and individual college websites, the study has identified 89 ICHE that offer special education degrees out of a total of 260 Catholic colleges and universities. Within the context of the demographics of ICHE, the results of this exploratory study show regional variation in special education degree programs; patterns of other education degree offerings that often occur with special education degrees and dual certification; along with information about faculty, financial aid, accreditation, practicum sites, and relationships to Catholic schools. Recommendations are offered to strengthen special education personnel preparation in areas of need, including rural areas, and special education teachers who work with culturally and linguistically diverse populations.

On-the-Job Practices of Early Childhood Special Education Providers Trained in Family-Centered Practices

This qualitative study investigated the use of family-centered practices by graduates of two early childhood special education personnel preparation programs that embedded family-centered pedagogy and involvement in all coursework. Three cohorts, involving 19 graduates employed in 19 different programs located in six states, participated in individually administered interviews to identify their perspectives about and use of family-centered practices in their work environments. All graduates were committed to and described using family-centered practices, but the large majority of graduates also identified significant barriers to using family-centered practices, including lack of support from colleagues and administrators and lack of policies related to working with families. Implications for preservice preparation, policy makers, and service programs are discussed.

Recruiting and Retaining Culturally and Linguistically Diverse Teachers in Special Education: Models for Successful Personnel Preparation

There has been considerable discussion concerning the recruitment and retention of underrepresented groups to the field of Special Education. This dialogue has deepened given the changes in student demographics and the dire shortages of qualified instructional personnel. This article examines specific issues related to recruitment and retention of students who are culturally and linguistically diverse to special education personnel preparation programs. Particular emphasis is placed on strategies that support the successful completion of such programs, which have been reported in the literature, at conference presentations or through research by the authors. Findings suggest that there are promising recruitment and retention strategies which need to be shared more broadly. Major factors underlying successful implementation of such programs consist of the development of a comprehensive recruitment and retention philosophy and plan and securing institution-wide commitments to such initiatives. “On campus there seems to be an assumption that less able individuals pursue teaching as a career and that even more academically challenged students enter special education.” “The prevailing mindset seems to be that culturally different is somehow synonymous with deficient. When examining strategies for recruiting faculty and students of color the conversation immediately goes to one of lowered standards.” “I don't feel included in class discussions; the professor seldom makes eye contact and when I am called on to make a contribution, my response is rarely affirmed.” “Examples and language used in class are sometimes offensive to me as a student of color.”

A History of Federal Support for Preparing Special Educators and Related Services Personnel to Serve Children and Youth with Disabilities

This article provides an historical analysis of federal support for personnel preparation in special education. The evolution of the program is traced in terms of its continued emphasis on increasing the quality and improving the quality of special education personnel as well as building capacity for preparation of future generations of qualified personnel.

Through a Glass Darkly: Reflections on Our Field and Its Future

As my title may suggest, taking a long view of a field from the limited perspective of one's own career is fraught with peril. There are many opportunities for error, in which case I could be accused of having the wrong view, my perspectives could be poorly informed or articulated (a dim view), or I could wax on like this and end up presenting no view. It has been my good fortune, throughout my career, to stand in some high cotton. Specimens of this crop also are represented in these pages. I have endeavored to be a scholar of their work. To the extent that my scholarship has been successful, I have some inkling about the topics they will address. Being something of a deviant, I will attempt a slightly different tack.Let me start with a brief personal history. I like to tell people that I began my special education career as a consumer. That isn't quite true; I was never identified nor did I receive special education services. I was, however, adjudicated as delinquent at the age of 17. I dropped out of high school and entered the Navy, which provided me with reasonably well-structured time to mature. I exited military service with a GED and a desire to obtain a higher education degree, so I enrolled in Kansas State Teachers College (now Emporia University), majoring in English and psychology. A series of events led me to a teaching position in special education, and from there to a master's degree in school psychology and doctoral studies in special education at the University of Kansas. Jim Kauffman and I were in the same cohort of doctoral students under Richard Whelan. Dick Shores was just finishing his program there, and I took over his position as a psychologist at the Children's Rehabilitation Unit. We had a wonderful grad-uate school experience; not only did we study under some great researchers and teachers at KU (including Don Baer, Montrose Wolfe, Ogden Lindsley, Earl Butterfield, and Todd Risley), but Dick Whelan also brought a number of great special education pioneers as guest lecturers: Lloyd Dunn, William Cruickshank, Newell Kephart, and John Johnson, among others.Jim, Dick, and I graduated from KU into a job bear market: Although there were not many special education personnel preparation programs in emotional disorders (ED) at the time, neither were there many applicants. We entered the field about the same time as Hill Walker and Steve Forness. Lew Polsgrove came along a few years later (with the dubious distinction of having me as his mentor at Kentucky).I hope this discourse hasn't been a terrible bore or seemed self-serving. There are, of course, more comprehensive and scholarly histories of our field (e.g., Whelan, 1998). I offer this little summary to illustrate how intimate our field is and how compact. Jim Kauffman, Dick Shores, and I can trace our roots back to Dick Whelan's mentor, Norris Haring, and his mentor, William Cruickshank. It was Norris who, along with E. Lakin Phillips, conducted the Montgomery County Project, the first documented attempt to apply a methodology to children with ED that was based on Cruickshank's work with students with minimal brain dysfunction. Haring started the Children's Rehabilitation Unit at Kansas. Steve Forness did his doctoral work at UCLA with Frank M. Hewett, who created the engineered classroom. It has been my privilege to write, present, and enjoy the company of all these fine persons for 35 years. We should have a drink together sometime.ObservationsFrom this perspective (and remember, I'm looking through a glass darkly), let me offer several observations. The comments I began with suggest the foundations and building of our field, at least the persons who were instrumental in it. I feel lucky to have witnessed such a phenomenon, which encompasses the development of fundamental research-based methodology, including systematic screening to identify students who are at risk for externalizing and internalizing disorders (Walker & Severson, 1990, Walker, Severson, & Feil, 1995) and curriculum and strategies for educating students with emotional or behavioral disorders (E/BD; Anderson-Inman, Walker, & Purcel, 1984; Haring & Phillips, 1962; Hewett & Taylor, 1980; Wong, Kauffman, & Lloyd, 1991 ), not to mention the passage of landmark federal and state legislation protecting the educational rights of students with disabilities. …

Putting the DISTANCE in Distance Education: An International Experience in Rural Special Education Personnel Preparation

Delivery of special education courses via distance education presents unique challenges, particularly when the distance between the instructors and students spans the globe. In this program description, two professors, teaching on the island of Cyprus, delivered courses to graduate students in northern New Mexico and southern Colorado. This article provides an overview of ACCESS (A Colorado Consortium for Equity in Special Education Services), a rural special education personnel preparation program primarily delivered via distance education. The authors report evaluation data and address specific challenges to effective instruction when delivering on-line courses, including the establishment of a dynamic community of learners.

Instructional Technology and Personnel Preparation

Advancements in instructional technology offer an array of unprecedented opportunities and challenges for persons engaged in personnel development. This article first defines instructional technology, identifies current issues in higher education, and then identifies specific instructional designs, strategies, and media applications for persons involved in early childhood special education personnel preparation.

Taking the Past Along

This article traces a personal and professional journal that paralleled the growth and direction of personnel preparation in Early Childhood Special Education. Each decade since 1975 has been characterized by a particular theme, highlighted in legislation and policy. These themes are a way of understanding the activities that have been undertaken in the area of ECSE personnel preparation and as a way of setting directions for the future.

Special Education Personnel Preparation in the 21st Century

This paper focuses on preparation of teachers and related services personnel for children and youth with disabilities in the 21st century. Included are discussions of issues and factors related to the need for changes in special education personnel preparation; strategies for responding to current needs, including methods of using best practices and innovative training methods; and an Outcomes-Based Teacher Education model, including proposed knowledge and skill training outcomes. Thus, this article touches the highlights of what needs to be done to enable special education personnel preparation to meet the challenges of the future.