A Special Education Course with Pediatric Components

1982 ◽  
Vol 48 (4) ◽  
pp. 348-351 ◽  
Author(s):  
Judith H. Freund ◽  
Patrick H. Casey ◽  
Robert H. Bradley
Keyword(s):  
Special Education ◽  
Faculty Members ◽  
The Other ◽  
Personnel Preparation ◽  
Helping Professions ◽  
Handicapped Children ◽  
Educational Disabilities ◽  
Single Orientation

Handicapped children are often plagued by multiple problems. However, training in most of the helping professions tends to be focused on a single orientation, with little attention given to the thinking and techniques used in the other professions. This article reports on a model of personnel preparation in which university special education and pediatrics faculty members work together to train teachers about the medical aspects of educational disabilities.

A Profile of Teacher Educators and the Future of Their Personnel Preparation Programs for Serving Visually Handicapped Children and Youth

1989 ◽  
Vol 83 (3) ◽  
pp. 150-155 ◽  
Author(s):  
R.K. Sllberman ◽  
A.L. Corn ◽  
V.M. Sowell
Keyword(s):  
Teacher Educators ◽  
Faculty Members ◽  
Children And Youth ◽  
Teacher Education Programs ◽  
Full Time ◽  
Personnel Preparation ◽  
Preparation Programs ◽  
Handicapped Children ◽  
The Future ◽  
Visually Handicapped

A survey of current existing university programs in 1987–1988 that prepare personnel to serve visually handicapped children and youth was sent to all known programs in the mainland United States. Thirty-eight full-time faculty members from 27 universities in 16 states responded to the questionnaire. Data revealed that the future of these programs is at risk, resulting in a shortage of appropriately prepared teachers. Implications are discussed in terms of the current national shortage of teachers of the visually handicapped, the tenuous support for teacher education programs, current levels of funding, and a variety of other factors.

Faculty Perceptions of Transition Personnel Preparation in Saudi Arabia

2015 ◽  
Vol 40 (2) ◽  
pp. 104-112 ◽  
Author(s):  
Bandar A. Alhossan ◽  
Audrey A. Trainor
Keyword(s):  
Special Education ◽  
Saudi Arabia ◽  
Faculty Perceptions ◽  
Faculty Members ◽  
Future Research ◽  
Personnel Preparation ◽  
Preparation Programs ◽  
Test Analysis ◽  
Web Based ◽  
Transition Competencies

This study investigated to what extent faculty members include and value transition curricula in special education preparation programs in Saudi Arabia. A web-based survey was conducted and sent to special education professors across 20 universities. Descriptive statistics and a t-test analysis generated three main findings: (a) Institutions covered transition by adding specialized courses and/or through infusing of transition content in other courses, (b) institutions covered all 29 transition competencies at varying rates, and (c) both male and female faculty members placed high value on teaching their students in the principles of transition education and services. Implications and recommendations for future research were discussed.

Decision Making in Special Education: A Plea for Parent-Professional Partnerships

1979 ◽  
Vol 3 (1) ◽  
pp. 23-24 ◽  
Author(s):  
Jim Irvine
Keyword(s):  
Decision Making ◽  
Special Education ◽  
Educational Services ◽  
Helping Professions ◽  
Handicapped Children

AbstractThe number of agencies inevitably involved with families of handicapped children suggests the necessity for co-ordination of services and liaison among professionals in the helping professions. This paper argues for the primacy of parents as both coordinators of services and fully informed partners in all decisions affecting their handicapped children. The far-reaching implications of this proposition for educational services are briefly discussed in the context of current developments in special education.

The Role of Council of Administrators of Special Education

1979 ◽  
Vol 46 (1) ◽  
pp. 42-48
Author(s):  
Jack Lamb ◽  
Leonard C. Burrello
Keyword(s):  
Special Education ◽  
Least Restrictive Environment ◽  
Special Education Administrators ◽  
Handicapped Children ◽  
Administrative Position ◽  
Delivery Of Services ◽  
Restrictive Environment ◽  
Education Administrators

This article describes the role of the Council of Administrators of Special Education (CASE) in their support of special education administrators in the context of the aftermath of P. L. 94-142. The forces and factors that are affecting the role incumbent in the special education administrative position are presented in ways in which CASE is attempting to serve its membership in a period of disequilibrium and change. The article is based upon both solicited and unsolicited comments from administrators from around the country. It highlights past and future activities that CASE is seeking to develop and implement in support of leadership persons in delivery of services of all handicapped children in the least restrictive environment.

Initiatives in Religious Education for Handicapped Children, Adolescents and Adults

1984 ◽  
Vol 8 (2) ◽  
pp. 30-35
Author(s):  
B. D. Briese
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Christian Education ◽  
Religious Education ◽  
Sunday School ◽  
Social Aspects ◽  
List Type ◽  
Special Schools ◽  
Handicapped Children ◽  
Adolescents And Adults

The Crossroads Special Education Task Group was formed in Queensland early in 1983 at the request of the Joint Board of Christian Education of Australia and New Zealand. Crossroads is an Australia wide, inter-church organisation which promotes the welfare of handicapped persons through: (a) regular club programs which have spirtual, recreational, educational and social aspects;(b) holiday activities under structured leadership and help from “enablers”;(c) special assistance to handicapped persons in church and Sunday school;(d) provision of religious education programsin State special schools;(e) chaplaincies to sheltered employment centres and institutions.

Provision of Related Services for Children with Chronic Disabilities

PEDIATRICS ◽  
1985 ◽  
Vol 75 (4) ◽  
pp. 796-797
Author(s):  
Keyword(s):  
Special Education ◽  
Program Planning ◽  
Individual Education Plan ◽  
Speech Pathology ◽  
Supportive Services ◽  
Related Services ◽  
Handicapped Children ◽  
Physician’S Role ◽  
Free Appropriate Public Education ◽  
Physician's Role

The term "related services" is defined in Public Law 94-142, the Education for All Handicapped Children Act of 1975, as follows: . . . related services means transportation, and such developmental, corrective and other supportive services (including speech pathology and audiology, psychological services, physical and occupational therapy, recreation, and medical and counseling services, except that such medical services shall be for diagnostic and evaluation purposes only) as may be required to assist a handicapped child to benefit from special education, and includes the early identification and assessment of handicapping conditions in children. Under PL 94-142, all handicapped children are to have available to them "a free, appropriate, public education which includes special education and related services to meet their unique needs." Such services are to be provided at no cost to the child or family in conformity with an Individual Education Plan. PROBLEMS In the implementation of PL 94-142, the physician's role in providing related services has been narrowly defined as meaning: . . . services provided by a licensed physician to determine a child's medically related handicapping condition which results in the child's needs for special education and related services. This definition fails to recognize the physician's potential role in the supervision, program planning, medical management, and monitoring process. According to the definition, the physician's role in the delivery of related services has become limited to diagnosis. Little physician input is sought on treatment-related issues. As a result, the delivery and coordination of related services have posed a serious problem.1,2

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