Once is Not Enough: Former Special Educators Who Return to Teaching

1993 ◽  
Vol 60 (1) ◽  
pp. 58-72 ◽  
Author(s):  
Judith D. Singer
Keyword(s):  
Public Schools ◽  
Longitudinal Data ◽  
Career Paths ◽  
Special Educators ◽  
Career Path ◽  
Turning Points ◽  
Teacher Supply ◽  
The Public ◽  
Return To Teaching

This research examines the career paths of 2,700 former special educators to see whether they returned to the public schools; the results are based on longitudinal data (13 years) on all special educators in Michigan public schools hired between 1972 and 1985. Analyses focus on teachers' decisions as they faced two key turning points—whether to reenter the schools, and if so, how long to stay during this second spell. An estimated 34% of the former Michigan special educators reentered a Michigan classroom within 5 years of leaving, and an estimated 58% of these stayed for more than 7 years. I conclude that a return to teaching after a brief interruption may be a common career path, and the pool of former special educators is a viable source of teacher supply.

Facilitating Learning Disabled Adolescents' Successful Transition from School to Work

1986 ◽  
Vol 17 (1) ◽  
pp. 34-37 ◽  
Author(s):  
Gregory A. Drake ◽  
Barbara J. Witten
Keyword(s):  
Public Schools ◽  
Language Arts ◽  
Special Educators ◽  
Learning Disabled ◽  
School To Work ◽  
Rehabilitation Counselors ◽  
Focused Attention ◽  
Functional Language ◽  
The Public ◽  
Disability Group

Recent federal regulations have focused attention on the learning disabled (LD) as the major disability group requiring rehabilitation services during the transition from school to work. In this article, a review of the need for increased linkages between the public schools and state vocational rehabilitation for LD individuals is documented. Some models for increasing cooperation between special educators and rehabilitation counselors also are presented. The importance of functional language arts and math content in school are discussed as a means of meeting the unique needs of learning disabled individuals as they progress from school to work.

A Survey of Classroom Teachers' and Special Educators' Knowledge of and Exposure to Hearing Loss

1985 ◽  
Vol 16 (3) ◽  
pp. 211-222 ◽  
Author(s):  
Norman J. Lass ◽  
Margaret F. Carlin ◽  
Charles M. Woodford ◽  
Angela L. Campanelli-Humphreys ◽  
Joanna M. Judy ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Public Schools ◽  
Continuing Education ◽  
Communication Skills ◽  
Hearing Aids ◽  
Special Educators ◽  
Classroom Teachers ◽  
The Public ◽  
Expressive Communication ◽  
Item Questionnaire

The purpose of this survey was to determine classroom teachers' and special educators' knowledge of and exposure to hearing loss. A 25-item questionnaire on various aspects of hearing loss, including prevalence, etiology, hearing aids, as well as the testing, prevention, and treatment of hearing loss, and the receptive and expressive communication skills and characteristics of the hearing impaired, was completed by 98 classroom teachers and 77 special educators employed in the public schools throughout the state of West Virginia. Results of their responses indicate limited knowledge of and exposure to hearing loss. implications of these findings for education and special education preservice and continuing education programs are discussed.

A Rural County Speech and Language Program

1977 ◽  
Vol 8 (4) ◽  
pp. 250-255 ◽  
Author(s):  
Hildegarde Traywick
Keyword(s):  
Public Schools ◽  
Speech And Language ◽  
Rural County ◽  
Language Program ◽  
The Public ◽  
Madison County

This paper describes the organization and implementation of an effective speech and language program in the public schools of Madison County, Alabama, a rural, sparsely settled area.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

Literacy in the Public Schools

ASHA Leader ◽  
2002 ◽  
Vol 7 (16) ◽  
pp. 4-30 ◽  
Author(s):  
Denise A. Yess
Keyword(s):  
Public Schools ◽  
The Public
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