State Directors and Supervisors of Special Education Hold Conference in Washington

1940 ◽  
Vol 5 (3) ◽  
pp. 231-232
Keyword(s):  
Special Education ◽  
State Directors

Teacher Competencies for Transition Programs as Reported by State Directors of Special Education.

1994 ◽  
Vol 13 (4) ◽  
pp. 10-16 ◽  
Author(s):  
Kay S. Bull ◽  
Diane Montgomery ◽  
John Beard
Keyword(s):  
Special Education ◽  
Training Programs ◽  
Transition Programs ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Educational Training ◽  
Preparation Programs ◽  
Directors Of Special Education ◽  
Essential Components ◽  
State Directors

The Transition Special Interest Group (SIG) of the American Council on Rural Special Education (ACRES) established as one of its goals to identify the essential components of effective transition programs in the United States and, thereby to influence teacher preparation programs. The purpose of this study was to investigate the skills that the State Directors of Special Education (SDSE) list as necessary competencies required in their states for personnel in special education transition programs. Recognizing that some states may not have fully developed, articulated, and mandated the competencies they believe are necessary, the SDSE were additionally asked to report what knowledge and skills they felt should be required for transition program personnel. Responses indicate a consistency of several predictable required skills, but over half of the SDSE support a core of twelve common competencies that should be built into personnel training programs. This core represents a knowledge base that is defined more broadly than the current traditional special educational training programs. Implications for training are discussed.

Survey on Prereferral Practices: Responses from State Departments of Education

1989 ◽  
Vol 55 (4) ◽  
pp. 298-302 ◽  
Author(s):  
Jane Carter ◽  
George Sugai
Keyword(s):  
Special Education ◽  
District Of Columbia ◽  
Empirical Support ◽  
State Level ◽  
Special Education Administrators ◽  
Prereferral Intervention ◽  
Directors Of Special Education ◽  
Departments Of Education ◽  
State Directors ◽  
Education Administrators

A six-item survey was sent to state directors of special education (or their equivalent) in all 50 states and the District of Columbia. Items were developed to assess the type and level of prereferral intervention usage reported by state level special education administrators. Despite a lack of empirical support and a relatively inconclusive success rate, many state level administrators reported that they require or recommend the use of prereferral intervention strategies.

Special Education for the Emotionally Disturbed

1971 ◽  
Vol 38 (4) ◽  
pp. 313-319 ◽  
Author(s):  
Edward W. Schultz ◽  
Alfred Hirshoren ◽  
Anne B. Manton ◽  
Robert A. Henderson
Keyword(s):  
Special Education ◽  
Public School ◽  
Emotionally Disturbed ◽  
Current Status ◽  
Administrative Organization ◽  
School Services ◽  
Directors Of Special Education ◽  
Special Services ◽  
Prevalence Estimates ◽  
State Directors

A questionnaire was sent to state directors of special education in each of the 50 states and the District of Columbia regarding the current status of public school services for emotionally disturbed children. Data of interest to the survey included: terminology and definitions, prevalence estimates, educational services available, program standards, eligibility and placement, termination of special services, exclusion procedures, and administrative organization of programs. Data were analyzed in two ways: (a) for the entire country and (b) by dividing the country into geographic regions. The highlights, both regional and national, are reported here to provide some current information pertaining to public school programing for disturbed children.

Serving Individuals with Traumatic Brain Injury

1994 ◽  
Vol 15 (5) ◽  
pp. 319-325 ◽  
Author(s):  
ANTONIS KATSIYANNIS ◽  
GREG CONDERMAN
Keyword(s):  
Traumatic Brain Injury ◽  
Special Education ◽  
Brain Injury ◽  
Technical Assistance ◽  
Eligibility Criteria ◽  
Directors Of Special Education ◽  
Current State ◽  
State Directors ◽  
And Training

THIS PAPER REPORTS FINDINGS FROM A SURVEY OF 48 STATE DIRECTORS OF SPECIAL EDUCATION. THE SURVEY COLLECTED INFORMATION ON CURRENT STATE PRACTICES IN PROVIDING SERVICES TO INDIVIDUALS WITH TRAUMATIC BRAIN INJURY, WITH AN EMPHASIS ON TECHNICAL ASSISTANCE, TRAINING, AND ELIGIBILITY CRITERIA. VARIATIONS AMONG STATES IN THE AVAILABILITY AND NATURE OF ELIGIBILITY CRITERIA, DEFINITIONS, TECHNICAL ASSISTANCE, AND TRAINING WERE FOUND.

Survey of the States: Special Education Knowledge Requirements for School Administrators

1992 ◽  
Vol 58 (5) ◽  
pp. 399-406 ◽  
Author(s):  
Thomas C. Valesky ◽  
Marilyn A. Hirth
Keyword(s):  
Special Education ◽  
Regular Education ◽  
School Administrators ◽  
Special Education Law ◽  
Directors Of Special Education ◽  
Regular Education Initiative ◽  
State Directors ◽  
Knowledge Requirements ◽  
Education Administrators ◽  
Education Initiative

Regular education administrators must possess a knowledge of special education to effectively implement P. L. 94-142, and to experiment with and accomplish many of the proposed objectives of the regular education initiative. To determine the existing knowledge base of school administrators in special education and special education law, we surveyed state directors of special education. This article reports the results of the survey, discusses implications, and offers suggestions for improvement.

Speech-Language Pathology in the Peace Corps: Necessity and Sustainability

2012 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Melissa A. Pierce
Keyword(s):  
United States ◽  
Special Education ◽  
Peace Corps ◽  
People With Disabilities ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Language Pathology

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

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