Special Education Certification/Recertification For Regular Educators

1990 ◽  
Vol 24 (1) ◽  
pp. 117-124 ◽  
Author(s):  
James M. Patton ◽  
Ronald Braithwaite
Keyword(s):  
Special Education ◽  
Regular Educators

Project SERT: Special education training for regular educators of Native Americans

1987 ◽  
Vol 8 (1) ◽  
pp. 23-25
Author(s):  
Carl G. Foster
Keyword(s):  
Special Education ◽  
Native Americans ◽  
Special Education Students ◽  
Education Student ◽  
Bureau Of Indian Affairs ◽  
Education Students ◽  
Knowledge And Skills ◽  
Regular Educators ◽  
Special Education Training ◽  
Special Education Student

The Bureau of Indian Affairs, Chinle Agency is responsible for the education of 3,500 Navajo children; 230 are special education students. A Special Education Office questionaire revealed that regular teachers felt inadequately prepared to teach the special education student. Project SERT was established to provide instruction in special education knowledge and skills.

Effective Schools, Classrooms, and Instruction: Implications for Special Education

1986 ◽  
Vol 52 (6) ◽  
pp. 489-500 ◽  
Author(s):  
William E. Bickel ◽  
Donna Diprima Bickel
Keyword(s):  
Special Education ◽  
Knowledge Base ◽  
Special Needs ◽  
Effective Schools ◽  
Instructional Programs ◽  
Students With Special Needs ◽  
Regular Educators ◽  
Instructional Processes

This article reviews the literatures on the characteristics of effective schools, classrooms, and instructional processes. Central findings from these literatures are summarized, as are important cautions in interpreting this knowledge base. The implications for special education of the effectiveness literatures are discussed. It is the position of the authors that both special and regular educators can learn much from recent research in order to design more powerful and integrated instructional programs for students with special needs.

A Policy Study of P. L. 94–142

1981 ◽  
Vol 48 (1) ◽  
pp. 24-33 ◽  
Author(s):  
Lee M. Joiner ◽  
David A. Sabatino
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Education Teachers ◽  
Special Education Administrators ◽  
Regular Educators ◽  
Special Education Policy ◽  
Middle Range ◽  
Level Of Consciousness ◽  
Policy Statements ◽  
Education Administrators

The study sought to determine the “level of consciousness” of selected regular and special educators for 50 competing educational policy statements. Fifty of the most frequently occurring policy items were selected, 20 arising as key concepts of the 1975 Education for All Handicapped Children Act (P.L. 94–142), intermingled with 30 of the most pressing issues drawn from the current regular (general) and vocational education literature. A Q-sort procedure required 199 general and special education teachers and administrators to prioritize the general and special education policy items, sorting them according to their importance. A discriminant functions analysis disclosed that respondents could be correctly classified as special or regular educators with 68% accuracy (cross-validated) on the basis of their level of consciousness for 11 P.L. 94–142 policy items. Special education administrators demonstrated the highest level of consciousness, general education administrators the lowest, and teachers the middle range.

The Necessary Restructuring of Special and Regular Education

1987 ◽  
Vol 53 (5) ◽  
pp. 391-398 ◽  
Author(s):  
Maynard C. Reynolds ◽  
Margaret C. Wang ◽  
Herbert J. Walberg
Keyword(s):  
Special Education ◽  
Regular Education ◽  
Pilot Projects ◽  
Regular Educators ◽  
School Programs

The categories used in special education for mildly handicapped students are not reliable nor valid as indicators of particular forms of education. Their use is expensive and inefficient; they cause much disjointedness in school programs. It is recommended that a program of pilot projects be initiated in conjunction with regular educators to redesign categorical programs and policies.

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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