Training and Certification of Administrators in Special Education

1980 ◽  
Vol 46 (7) ◽  
pp. 530-533 ◽  
Author(s):  
Stephen W. Stile ◽  
Timothy J. Pettibone
Keyword(s):  
Special Education ◽  
Training Program ◽  
National Survey ◽  
Training Programs ◽  
State Certification ◽  
Special Education Administrator ◽  
Communication Problems ◽  
Special Education Training ◽  
The Status ◽  
Education Administrator

A national survey of state certification offices was conducted to determine requirements for administrator certification in special education. In addition, the status of special education training programs was assessed. A 100% return was achieved. Over half of the states offer separate special education administrator certification and over half have at least one training program available. Some inconsistencies of the data are apparent, indicating possible transition or communication problems.

scholarly journals Are Leaders Influenced by Advocates in the Special Education Eligibility Decision?

2016 ◽  
Vol 11 (2) ◽  
Author(s):  
Erin B Kirkland ◽  
Scott C Bauer
Keyword(s):  
Special Education ◽  
Instructional Leaders ◽  
Thought Processes ◽  
Structured Interviews ◽  
Special Education Eligibility ◽  
Special Education Administrator ◽  
Private Practitioners ◽  
School Based ◽  
Education Administrator ◽  
Using Data

The purpose of this study was to investigate the influence of private practitioner and educational advocate opinions on instructional leaders’ decision-making thought processes when making a recommendation for special education eligibility. School-based administrators (N = 56) with varying years of experience as a special education administrator participated in this study. Using data from a series of vignettes and from structured interviews, results indicated that private practitioners and educational advocates significantly influence administrators’ recommendations for special education eligibility.

scholarly journals Incorporating High-Leverage Practice 7 in Classroom/Behavior Management Courses

2021 ◽  
Vol 1 (1) ◽  
pp. 47-54
Author(s):  
Jonte Taylor ◽  
Naima Bhana
Keyword(s):  
Special Education ◽  
Learning Environments ◽  
Student Teacher ◽  
Behavior Management ◽  
Culturally Responsive ◽  
Classroom Behavior ◽  
Training Programs ◽  
Social Emotional ◽  
Special Education Training ◽  
Classroom Behavior Management

In a joint effort, the Council for Exceptional Children (CEC) and the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) published instructional practice guides for special educators called High-Leverage Practices (McLeskey et al., 2017). These High Leverage Practices focus on four areas of practice (collaboration, assessment, instruction, and social/emotional/behavioral). High Leverage Practice 7 (HLP 7) is under the social/emotional/behavioral domain and guides teachers to establish positive and constructive learning environments for students. For special education training programs, opportunities to focus on HLP 7 can be presented in classroom/behavior management courses as a function of setting up classroom structure (atmosphere, rules, and procedures) that support developing positive, culturally responsive learning environments and student-teacher relationships. This paper provides support for why topics should focus on HLP 7 and how topics of structure, culturally responsive teaching, student-teacher relationship development, and social emotional learning should be included in classroom/behavior management courses in special education training programs.

scholarly journals Special Education Training for Preservice School Librarians

2020 ◽  
Author(s):  
Kimberly Hirsh
Keyword(s):  
Special Education ◽  
Training Programs ◽  
School Library ◽  
School Librarian ◽  
School Librarians ◽  
Special Education Training ◽  
Education Training ◽  
Required Courses

This study analyzes the course listings of ALA-accredited school librarian training programs and their inclusion of special education training for preservice school librarians. Fewer than a quarter of school librarian training programs require special education training. Of those that do require it, three-quarters require it only for students without a teaching credential. Only two of the recommended or required courses address special education in the school library setting specifically.

Project AIME: Developing a multicultural training program

1988 ◽  
Vol 9 (3) ◽  
pp. 7-12 ◽  
Author(s):  
Peggy L Anderson ◽  
Henry Reiff ◽  
Audrey D. Mccray
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Multicultural Education ◽  
Training Program ◽  
Program Development ◽  
Multicultural Training ◽  
Faculty Members ◽  
Advisory Council ◽  
Special Education Training ◽  
Pluralistic Approach

This article describes a demonstration project that focused on revising university special education training to reflect a more pluralistic approach to teacher preparation. Project AIME (Achievement in Multicultural Education) emphasized the undertaking of three major steps: evaluation of the existing training program, development of the framework for program revision. and integration of multicultural objectives and content. In order to evaluate the current training program, a needs assessment was conducted with input from the newly established Advisory Council for Rural and Ethnic concerns. The infusion and unit approaches were selected as the most appropriate methods for achieving program revision. Integration of multicultural objectives and content was accomplished by the two project coordinators who assisted faculty members with coursework modification.

Opportunities for Environmental Education Provided by Environmental Management Systems

1998 ◽  
Vol 14 ◽  
pp. 93-100 ◽  
Author(s):  
Ian Thomas ◽  
Mary Olsson
Keyword(s):  
Environmental Management ◽  
Environmental Education ◽  
Training Program ◽  
Training Programs ◽  
International Standards ◽  
Management Systems ◽  
Environmental Management Systems ◽  
The Status ◽  
Environmental Educators ◽  
General Community

ABSTRACTThe development and implementation of a training program is a requirement of Environmental Management Systems (EMSs) certified under international standards. To date, information about these programs has been scarce. The paper reports the results of a survey of 20 Australian organisations with certified EMSs, designed to provide a start in understanding the role and contribution of training in meeting EMS objectives. Information was sought on the status, direction and focus of the training programs, along with the training providers, topics covered, and the range of training mechanisms. Broadly the findings illustrate differences in the training provided to staff generally, selected staff and to managers. Of importance for environmental educators is the extent to which education in the environment and education about the environment are already part of these training programs. Education for the environment is apparent in some training programs, indicating the scope that EMSs provide for the coverage of all three aspects of environmental education for the general community.

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