Competency Based Programs: A National Perspective

1978 ◽  
Vol 72 (5) ◽  
pp. 161-162
Author(s):  
Josephine Taylor
Keyword(s):  
Personnel Preparation ◽  
Preparation Programs ◽  
Competency Based ◽  
National Perspective ◽  
Visually Handicapped ◽  
Manpower Needs

An overview of what competency based programs mean. Discusses basic requirements for such programs including research base, evaluation, accountability. Describes recent changes in visually handicapped personnel preparation programs and changes needed in future. Discusses manpower needs.

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.

scholarly journals Positioning Practices of Orientation and Mobility Specialists When Teaching Street Crossings: Is There a Standard Approach?

2021 ◽  
Vol 115 (2) ◽  
pp. 85-94
Author(s):  
Kim T. Zebehazy ◽  
Rebecca L. Renshaw ◽  
George J. Zimmerman
Keyword(s):  
Future Research ◽  
Personnel Preparation ◽  
Demographic Information ◽  
Preparation Programs ◽  
Variable Position ◽  
University Personnel ◽  
Orientation And Mobility ◽  
Intersection Types ◽  
Standard Strategy ◽  
Question Survey

Introduction: An important skill for orientation and mobility (O&M) specialists to have is to monitor clients appropriately when they are learning to cross intersections. Techniques books provide some suggestions for positioning during street crossings, but no research has been conducted about consensus or priorities for making appropriate decisions on positioning. The purpose of this study was to investigate general positioning decisions using visual monitoring techniques. Method: A total of 234 participants (practicing O&M specialists, preservice O&M students, and O&M university personnel) completed a 40-question survey. The survey included demographic questions, diagrams of intersections that participants used to select positioning locations, questions about lanes of threat, and questions about important factors to consider when positioning to monitor safety. Commonality of selections were analyzed and compared with demographic information. Results: The greatest consensus was found for all intersection types when the client is positioned on the corner waiting to cross and for identification of the first lane of threat. More variable position selections were made for monitoring during the crossings, and the second and third lane of threat selections were also more variable. Factors respondents indicated as most important to consider when positioning aligned with their positioning choices overall. Discussion: Personnel preparation programs may want to consider to what extent they teach considerations for positioning before and during crossings, and whether the predominant tendency to put oneself between the client and traffic warrants additional conversation. Future research should look at more complex intersections and the additional nuances used to make positioning choices. Implications for practitioners: Practitioners should reflect on whether they actively change their positioning decisions based on the situation and type of intersection versus tending to use a standard strategy.

Competency Based Curriculum: A National Survey of Teachers

1978 ◽  
Vol 72 (5) ◽  
pp. 163-169
Author(s):  
Susan Jay Spungin
Keyword(s):  
National Survey ◽  
Community Relations ◽  
Guidance And Counseling ◽  
Activity Assessment ◽  
Competency Based ◽  
Administration And Supervision ◽  
Two Phases ◽  
And Function ◽  
Visually Handicapped ◽  
Media And Technology

Presents selected findings of a national survey of teachers of the visually handicapped to measure their attitudes toward competencies in seven areas of teaching activity: Assessment and Evaluation; Educational Instructional Strategies; Guidance and Counseling; Administration and Supervision; Media and Technology; School and Community Relations; and Research. Attitudes of the 807 responding teachers in both residential and local school programs were analyzed in two phases: Phase I compared what teachers said they do with their reactions to competencies; Phase II analyzed teacher roles (rather than titles) and compared role and function with reaction to the competencies.

Is Special Education Certification a Guarantee of Teaching Excellence?

1983 ◽  
Vol 49 (4) ◽  
pp. 308-313 ◽  
Author(s):  
Cathe Cross Maple
Keyword(s):  
Professional Growth ◽  
Professional Ethics ◽  
Teacher Preparation Programs ◽  
Exceptional Children ◽  
Preparation Programs ◽  
Teaching Excellence ◽  
Personnel Planning ◽  
Competency Based ◽  
Is Development ◽  
Certification Requirements

Based on experiences in Kansas, the problems discussed include: discrepancies between competency-based teacher education and current certification practices; categorical approaches to training and certification; reciprocal agreements for coursework and certification requirements; and the supply/demand of teachers. One strategy proposed for dealing with the situation is development of a code of professional ethics through the involvement of The Council for Exceptional Children and State Comprehensive Personnel Planning for the Handicapped Committees. Specific responses that could be implemented by the field include identifying competencies emphasized by teacher preparation programs, the use of professional growth plans, and a practical approach for recruiting potential teachers.

Meeting the Professional Development Needs of Special Educators in 21st Century Classrooms

2016 ◽  
pp. 52-68
Author(s):  
Elizabeth Hardman
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
21St Century ◽  
Special Educators ◽  
Teacher Educator ◽  
Personnel Preparation ◽  
Preparation Programs ◽  
Community Work ◽  
Culture Of Learning ◽  
Basic Infrastructure

This chapter describes the challenges personnel preparation programs meet when preparing pre-service special educators for service in today's technology rich classrooms. The author used action research methodology to explore the feasibility of developing a virtual Professional Learning Community (PLC) for the purpose of building a collaborative culture of learning in special education and providing pre-service and novice special educators access to networks of support. A wiki and Ning provided the basic infrastructure for the virtual PLC and the data collected from the websites were analyzed using the eight essential characteristics of PLC development. The results showed that the PLC membership participated in community work primarily as observers only, relying almost entirely on the teacher educator to direct and manage all facets of community work. The implications of the research are discussed with respect to how personnel preparation programs prepare teachers for service in in 21st Century classrooms.

Standards for Competence in Braille Literacy Skills in Teacher Preparation Programs

2002 ◽  
Vol 96 (3) ◽  
pp. 143-153 ◽  
Author(s):  
Sheila Amato
Keyword(s):  
Teacher Preparation ◽  
Visual Impairment ◽  
Research Methods ◽  
Descriptive Study ◽  
Literacy Skills ◽  
Historical Background ◽  
Teacher Preparation Programs ◽  
Personnel Preparation ◽  
Preparation Programs ◽  
Braille Literacy

This article reports on a descriptive study of standards and criteria for competence in braille literacy within teacher preparation programs and the specific role played in the achievement of proficiency in braille literacy by university teacher preparation programs in blindness and visual impairment. It contains a summary of the need for such research, historical background, research methods, and a discussion of standards and implications for personnel preparation.

Project TRAIN: Training Rural Area Interventionists to meet Needs

1993 ◽  
Vol 12 (1) ◽  
pp. 3-8
Author(s):  
Barbara J. Reid ◽  
Mary Bross
Keyword(s):  
Training Program ◽  
Rural Areas ◽  
Personnel Preparation ◽  
Evaluation Instrument ◽  
Federally Funded ◽  
University Of Wisconsin ◽  
Competency Based ◽  
Performance Based Evaluation ◽  
The University ◽  
Early Intervention Professionals

Project TRAIN is a federally funded, personnel preparation grant that is housed in the Early Childhood: Exceptional Educational Needs training program in the Department of Special Education at the University of Wisconsin-Whitewater. The grant, which was funded under time rural competition, provides preservice training at the graduate level for early intervention professionals interested in working in rural areas with infants and toddlers who have special needs and with the families of these children. This article includes a description of Project TRAIN in terms of rationale, purposes, and expected outcomes. The Project TRAIN competencies within the context of the roles and skills needed to provide quality intervention, and SIGNAL, which is a performance-based evaluation instrument for guiding professional development, are described. Additionally, the competency-based training program is highlighted.

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