Special Education Teacher Preparation Programs Research Articles

Characteristics of Unified and Separate Early Childhood Education and Early Childhood Special Education Programs: A National Study

This study examined the characteristics of course content, field experiences, and program administration at 14 unified early childhood/early child special education (ECE/ECSE) and 13 separate ECE and ECSE undergraduate teacher preparation programs across the United States. Students and faculty members at the 27 programs completed surveys to help determine the characteristics of unified and separate teacher education programs. In addition, personal interviews were conducted with students and faculty members at two unified and two separate early childhood/early child special education teacher preparation programs. Findings revealed that students from unified programs and ECSE programs had a balance of ECE and ECSE course content, as well as field experiences with children with and without disabilities in diverse settings. Conversely, ECE students were found to have minimal knowledge related to ECSE course content, and few, if any, field experiences with children with disabilities. State certification and program specific administrative structures were found to have an impact on faculty members' abilities to collaborate with other departments.

Beyond Textbooks: A Rationale for a More Inclusive Use of Literature in Preservice Special Education Teacher Programs

The role of any teacher education program in the field of special education has been to prepare its graduates to become successful classroom teachers. Teacher education programs have constantly searched for the best available practices to educate future teachers. Historically, textbooks have been the predominant form of information dissemination within the university culture. The use of textbooks, bound by structure and limited by content, has narrowed the knowledge base that teacher education graduates bring to their role as practitioners. The purpose of this paper is to promote the increased use of literature in preservice special education teacher preparation programs to better prepare educators to serve individual learners with special education needs.

Implementing the Case Method of Instruction in Special Education Teacher Preparation Programs

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.

Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS) Content in Introduction to Exceptionalities Textbooks

Increasingly, children and youth with HIV/AIDS develop characteristics that will require special education and related services. Subsequently, special education teacher preparation programs, in order to remain current, must respond to this new need. The purpose of this study is to examine current textbooks typically used in introductory courses for teachers preparing to work with students with disabilities, and determine the quantitative extent of HIV/AIDS content. Eleven textbooks were reviewed for inclusion of any of five HIV/AIDS content categories. The five categories comprised Individualized Education Plans (IEP) and program planning; skills for relating to children with HIV/AIDS; the prevention and transmission of HIV/AIDS; drug abuse prevention; and prevalence and background information about HIV/AIDS. Only three of 11 texts addressed all categories. Implications for exceptional student teacher preparation about HIV/AIDS are discussed.

Program Assessment Practices in Special Education Teacher Preparation Programs

(2001). Program Assessment Practices in Special Education Teacher Preparation Programs. Preventing School Failure: Alternative Education for Children and Youth: Vol. 45, No. 4, pp. 182-186.

Teaching Development and Diversity in Field-Based Methods Courses

This paper focuses on the issue of teaching development and diversity in an innovative elementary and special education teacher preparation program. Using the language arts and physical education components as examples, we describe problematic conceptions that preservice teachers hold about development and diversity and a set of learning experiences aimed at confronting these conceptions and helping undergraduates begin to learn to differentiate instruction. These learning experiences occur in elementary school settings during lessons taught by the university professors as a way to model effective practice and provide links to theory taught in the university.

Changing Paradigms: A New Teacher Education Model for Rural Hawaii

The Hawaii Department of Education anticipates a need for approximately 400 new special education teachers in each of the next three years. This critical need for special education teachers is compounded by an approximate 50% attrition rate every two-year period. Furthermore, individuals who are not certified special education teachers and are working under emergency credentials occupy over 50% of the special education teaching positions. Recently passed state legislation suggests that they may not be eligible for rehire. The Hawaii Department of Education, in an effort to address their shortage of public school teachers, a shortage particularly acute in rural areas, invited Gonzaga University to design a masters level preservice teacher preparation program to be delivered in on the Island of Oahu. The innovative special education teacher preparation program described in this article is based on Gonzaga University's campus based Masters of Initial Teaching program. Components of the modified initial certification program delivered in Hawaii are described, including adjustments to the fieldwork requirements. An overwhelming majority of the participants indicated a desire to continue teaching in the rural Wai'anae community on the island of Oahu.

Continuing Professional Development for Special Educators: Reforms and Implications for Unj"tversity Programs

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.

Integrating Technology into Special Education Teacher Preparation Programs: Creating Shared Visions

While the importance of integrating technology into the curriculum is frequently discussed, to-date, most teacher education initiatives for enhancing instruction with technology have been the result of the efforts of individuals and generally focus on single courses. While such efforts are noteworthy developmentally, they are hardly adequate for significant programmatic benefit. The purpose of this article is to describe a change strategy for fostering systemic and collaborative efforts to integration technology in teacher education. A self-study process is outlined for engaging teacher educators in a series of collegial conversations about the effective use of technology in special education teacher preparation. Five topics are used to structure the conversation: (1) reviewing professional standards, (2) viewing snapshots of current practice, (3) examining visions of technology integration, (4) utilizing a roadmap of the technology integration process, and (5) validating technology integration efforts. The authors argue the process is critical for the profession if we are to move beyond individual visions to common, shared visions, of how technology can be used as a meaningful tool for teaching and learning within the discipline of special education. By advancing collective perspectives about technology integration, it is anticipated that teacher educators will gain a forum for examining descriptions, illustrations, models, principles, and strategies for implementing technology in ways that enhance opportunities for student learning. Finally, the policy implications of this change strategy for current practice and future research are noted.

A National Survey of Special Education Teacher Preparation Programs Regarding Their Inclusion of Family Focused Components of the CEC Common Core of Knowledge and Skills

This study examined the practices of universities and colleges throughout the United States with regard to the inclusion of family issues courses in their teacher preparation programs. Data were collected from 101 institutions offering graduate/undergraduate/associate degree and/or certification programs and specialization in both early childhood and mildlmoderate areas of disability. The manner in which family issues were incorporated into the programs of study, the time involved, and the extent to which the CEC Common Core of knowledge and skills was emphasized were of primary interest. Results indicated that most early childhood programs required one or more separate courses in family issues; however, most mild/moderate ones integrated this content within the general special education curriculum, spending approximately 1 to 2 hours per semester in related discussion. The need to train teachers in effective communication/consultation skills, to foster constructive relationships, and to engage in responsive collaboration with parents on planning educational programs received highest priority in the reported programs. Cultural and environmental influences on learner characteristics, knowledge of family diversity and dynamics relative to developing instruction, and involvement of family in assessment and as members of the educational team reflected the lowest levels of concern by the participants in the study.

Preparing Professionals for Partnerships with Parents of Students with Disabilities: Textbook Considerations regarding Cultural Diversity

Strong bonds of family-school collaboration are critical to the academic and social development of students with disabilities, especially when parents and teachers differ in ethnic, racial, and cultural backgrounds. These linkages necessitate preparing educators to address the needs of diverse students and family members. We evaluated 10 textbooks, related to working with families of students with disabilities, that may be used in special education teacher preparation programs. The textbooks were appraised regarding cultural diversity content, vignettes and examples of diverse groups, and inclusion of cultural issues. We also assessed the textbooks qualitatively to identify the relationship of cultural diversity content to parental involvement. Results indicated variability concerning representation of diverse populations, cultural content, and discussion of diversity issues.

Use of the Case Method of Instruction in Special Education Teacher Preparation Programs: A Preliminary Investigation

A survey focusing on the use of the Case Method of Instruction (CMI) in special education teacher preparation programs was sent to 257 randomly selected members of the Teacher Education Division (TED) of the Council for Exceptional Children (CEC). Surveys from 141 individuals were returned, representing a 55.8% return rate. The survey was designed to obtain information regarding (a) subject characteristics, (b) characteristics of students and institutions, (c) teacher educators' perceptions of CMI, and (d) methods used to implement CMI in special education teacher preparation programs. More than 78% of respondents were using, or had used within two years, CMI and 90% felt positive about their ability to teach using cases. Greater than 17% were considering adopting CMI. Respondents reported using CMI most frequently in assessment and methods classes. Primary advantages of CMI cited by respondents were that this method allowed students to apply theory to practice and enabled students to develop problem-solving skills. Potential disadvantages included the amount of preparation and implementation time, difficulty finding appropriate cases, and the demands placed on the instructor (e.g., well-developed classroom management and group facilitation skills). Based upon results of this preliminary investigation, issues related to practical and research applications of CMI were discussed.

To Teach Me is to Know Me

Many students do not succeed in school because their cultural, social, and/or linguistic characteristics are unrecognized, misunderstood, or devalued. The continuing problem of disproportionate representation of multicultural students in special education programs is controversial. We believe that for teacher educators and practitioners to reach and teach multicultural students with and without disabilities, they must first know them. We propose three solutions to address the problem of disproportionate representation: (a) training of culturally and linguistically diverse teachers in teacher preparation programs, (b) the inclusion of multicultural education perspectives in special education, and (c) the implementation of culturally responsive instruction in classroom settings. These three solutions are key components to increasing the cultural competence of practitioners in special education teacher preparation programs.

The Status of Research on Multicultural Education in Teacher Education and Special Education Problems, Pitfalls, and Promises

Significant numbers of culturally diverse children and youth now experience school failure in schools across the United States. To counter this unfortunate and inequitable circumstance, many teacher educators and policymakers now advocate for multicultural curricula in teacher education and special education programs. Although the research on multicultural education has been examined thoroughly, there has been no systematic analysis of the multicultural teacher education empirical literature in special education. Hence, the purpose of this manuscript is to present findings from a comprehensive analysis of this literature. We first summarize the existing research in teacher education. Next, we examine extensively the existing literature on multiculturalism in special education teacher preparation programs. We end our review with identification of strengths and weaknesses of existing research and provide recommendations for future inquiries.

Preparing Native American Special Education Teachers: Lessons Learned from the Rural Special Education Project

Twelve Navajo preservice teachers in the Rural Special Education Project on the Navajo Nation in Kayenta, Arizona, shared their perceptions regarding the factors which enabled them and constrained them as they completed a special education teacher preparation program. Several themes emerged during the process of interviewing the students including the importance of cultural teachings and family support; the influence of language factors, financial constraints, and cultural responsibilities; and the lack of availability of educational opportunities on the Navajo Nation. Each of these factors is discussed in this article and recommendations are made for others interested in establishing successful teacher preparation programs for Native American students.

Preparing Future Bilingual Special Educators: The Lessons We've Learned

The purpose of this paper is twofold. We describe the goals and curricular content of a teacher education program designed to prepare individuals to teach limited English proficient children with disabilities. As part of this description, we include a discussion of graduates' feedback regarding program strengths and weaknesses. Next, based on this feedback and our experiences as teacher educators in the program, we present critical features of a bilingual special education teacher preparation program. These features emphasize providing social and emotional support to teacher candidates, teaching them how to create culturally responsive classrooms, challenging students to re-think their beliefs about teaching and learning, expanding the notion of collaboration to include community services, and supporting graduates while they attempt to effect change in their classrooms and schools.

ARE SPECIAL EDUCATORS PREPARED TO MEET THE SEX EDUCATION NEEDS OF THEIR STUDENTS? A PROGRESS REPORT

Teachers of students with special needs need to be prepared adequately to teach their students sex education. For years, this has been acknowledged to be an important area of the curriculum, and there have been concerns about whether teachers are being prepared for this area of instruction. This study surveyed the directors/chairpersons of special education teacher preparation programs regarding the amount and type of coursework on sex education that their students received during their special education teacher preparation and compared the responses to responses to the same survey from 1980. Results indicate that students still were not receiving adequate preparation in the area of sex education, and stress the need for faculty involved with special education teacher preparation to address ways to include sex education coursework in their curriculum for teachers in training.

Are We Preparing Special Educators for the Issues Facing Schools in the 1990s?

School personnel are faced with added demands as a result of the many problems facing sociey, including teen sexuality, HIV/AIDS, drug abuse, and homelessness. The literature on these topics is reviewed as it relates to students with special needs, and the results of a survey to determine if special education teacher preparation programs offer or require coursework about these four social problems are reported. Although there was wide variability in the coverage that special education teacher preparation programs were providing on these social issues, questions are raised about the thoroughness of the preparation. The implications for special education teacher preparation programs are discussed.

Low-Incidence Special Education Teacher Preparation: A Supply and Capacity Pilot Study

This study was designed to obtain information on special education teacher preparation practices, including program capacity and projections of future program graduates, from institutions of higher education. A pilot survey instrument, "Personnel Preparation Program Supply and Capacity Survey," was developed and sent to a target population of low-incidence area special education teacher preparation programs. Low-incidence program areas were chosen as a smaller subset of the larger field of special education training programs due to the paucity of teacher supply data in these areas. Survey questions were clustered under six topics closely related to the supply of new teaching personnel. The topics included were (a) institutional program information, including present and projected number of graduates, (b) certification practices, (c) student recruitment and retention, (d) program capacity, (e) graduate follow-up, and (f) supply/demand projections. Findings are presented and discussed with implications for national practice.

Generic Teacher Preparation

Issues concerning generic special education teacher preparation programs have been discussed for more than 30 years. Literature on the topic contains little empirical data to support reasons for or against the issue. A national survey was conducted to determine the opinions of state directors of special education and special education teacher educators about generic teacher preparation. The 15-item questionnaire was designed to address some unresolved issues concerning generic special education teacher preparation. The results showed varying levels of agreement and disagreement between the two groups of educators. The findings support the contention that there are still some unresolved issues related to this topic.