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.

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 and the Regular Education Initiative: Basic Assumptions

1990 ◽  
Vol 56 (6) ◽  
pp. 479-491 ◽  
Author(s):  
Joseph R. Jenkins ◽  
Constance G. Pious ◽  
Mark Jewell
Keyword(s):  
Special Education ◽  
Regular Education ◽  
Regular Education Initiative ◽  
Basic Assumptions ◽  
Education Initiative

The Regular Education Initiative Debate: Its Promises and Problems

1989 ◽  
Vol 55 (5) ◽  
pp. 440-446 ◽  
Author(s):  
William E. Davis
Keyword(s):  
Special Education ◽  
Regular Education ◽  
Controversial Issue ◽  
Professional Literature ◽  
Regular Education Initiative ◽  
Education Professional ◽  
Unitary System ◽  
Education Initiative

The most intense and controversial issue presently receiving attention in the special education professional literature is the Regular Education Initiative (REI) debate. The proposed merger of special and regular education into a unitary system has attracted both strong advocates and critics. This article examines the current parameters of this discourse, identifies specific problems and issues related to this debate, and suggests strategies for overcoming perceived obstacles and improving the overall dialogue. Particular attention is given to key groups, for example, local educators and students themselves, who have been largely excluded from the REI debate. Most of the suggested benefits of the REI movement will never accrue unless its present discourse is expanded to include these groups.

The Regular Education Initiative: Patent Medicine for Behavioral Disorders

1988 ◽  
Vol 55 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Sheldon Braaten ◽  
James M. Kauffman ◽  
Barbara Braaten ◽  
Lewis Polsgrove ◽  
C. Michael Nelson
Keyword(s):  
Special Education ◽  
Behavioral Disorders ◽  
Regular Education ◽  
Right To Privacy ◽  
Regular Education Initiative ◽  
Appropriate Education ◽  
Education Initiative ◽  
Patent Medicine

Implications of the regular education initiative (REI) for students with behavioral disorders (BD) are examined in the context of integration and right to treatment. Arguments that BD students are being overidentified for special education are refuted. Labels for BD students are seen as important indicants of the seriousness with which professionals take their problems, not as the source of students' spoiled identities. Eligibility for services that encompass appropriate education, right to privacy, and implementation of appropriate interventions are viewed as particularly problematic issues related to realization of laudable goals of the REI.

Attitudes of Principals and Special Education Teachers Toward the Inclusion of Students with Mild Disabilities

1999 ◽  
Vol 20 (4) ◽  
pp. 199-207 ◽  
Author(s):  
Bryan G. Cook ◽  
Melvyn I. Semmel ◽  
Michael M. Gerber
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Academic Outcomes ◽  
Regular Education ◽  
Special Educators ◽  
Educational Opportunities ◽  
Mild Disabilities ◽  
Regular Education Initiative ◽  
Teacher Survey ◽  
Education Initiative

Attitudes of 49 principals and 64 special education teachers regarding the inclusion of students with mild disabilities were investigated. Results of a discriminant analysis indicated that principals and special educators were separated into groups with 76% accuracy according to their responses to items drawn from the Regular Education Initiative Teacher Survey (Semmel, Abernathy, Butera, & Lesar, 1991). items measuring attitudes toward the efficacy of included placements with consultative services, the academic outcomes associated with included placements, and the protection of resources devoted to students with mild disabilities correlated most highly with the discriminant function. Findings are discussed in relation to their implications for the implementation of inclusion reforms and the educational opportunities of students with mild disabilities.

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.

Sign in / Sign up

Export Citation Format

Share Document