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.

Teacher Educators and the Future of Personnel Preparation Programs for Serving Students with Visual Impairments

1996 ◽  
Vol 90 (2) ◽  
pp. 115-124 ◽  
Author(s):  
R.K. Silberman ◽  
A.L. Corn ◽  
V.M. Sowell
Keyword(s):  
Teacher Educators ◽  
Doctoral Programs ◽  
Visual Impairments ◽  
Personnel Preparation ◽  
Leadership Positions ◽  
Preparation Programs ◽  
Orientation And Mobility ◽  
The Future

This article reports the results of a survey of undergraduate and graduate personnel preparation programs for teachers, orientation and mobility instructors, and rehabilitation teachers of persons with visual impairments and of doctoral programs that prepare individuals for leadership positions.

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.

Developing Critical Dispositions in Teacher Education Programs

2019 ◽  
pp. 106-124
Author(s):  
Jarrett D. Moore
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
American Education ◽  
Education Programs ◽  
Preparation Programs ◽  
Self Reflection ◽  
Purpose Of Education

This chapter advocates for the (re)framing of critical thinking from a skill to a disposition and proposes a framework whereby teacher education programs can create space for pre-service teachers to develop a critical disposition. By studying the context of American education and schooling and their corporate interest, pre-service teachers along with teacher educators can start to unravel the discourse and power inherent in American education. Understanding how these concepts lead to hegemony can begin the process of creating a counterhegemonic movement among American educators that includes the reclaiming of the purpose of education, raising pertinent epistemological question, and practicing critical self-reflection. The final part of the new framework for developing critical dispositions is a reintroduction of broader theoretical concerns into teacher preparation programs.

On My Mind: University Faculty—Making Classroom Connections

2007 ◽  
Vol 12 (9) ◽  
pp. 488-489
Author(s):  
Denisse R. Thompson ◽  
Gladis Kersaint
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
University Faculty ◽  
Full Time ◽  
High Stakes ◽  
Use Of Technology ◽  
Graduate Teacher Education

University teacher educators typically wear many hats. Their many roles may include providing professional development (i.e., workshops) for practicing teachers on various topics (e.g., use of technology, teaching English Language Learners); teaching mathematics or methods courses to teachers or teacher candidates enrolled in undergraduate or graduate teacher education programs; and working with various groups or entities related to policy issues in mathematics education (e.g., teacher licensure, high-stakes assessment). Although mathematics teacher educators contribute to the field in various ways, a perception exists that university faculty are in an “ivory tower,” having few or ancient connections to schools. In some cases, their credibility may be questioned because of the time that has elapsed since they were in a classroom full time.

Anxiety in Visually Handicapped Children and Youth

1986 ◽  
Vol 15 (4) ◽  
pp. 356-359 ◽  
Author(s):  
Johnny L. Matson ◽  
Ramasamy Manikam ◽  
Antoinette Heinze ◽  
Gaylen Kapperman
Keyword(s):  
Children And Youth ◽  
Handicapped Children ◽  
Visually Handicapped

Physical Education and Sport Participation of Children and Youth with Spina Bifida Myelomeningocele

1995 ◽  
Vol 12 (3) ◽  
pp. 228-238 ◽  
Author(s):  
Fiona J. Connor-Kuntz ◽  
Gail M. Dummer ◽  
Michael J. Paciorek
Keyword(s):  
Physical Education ◽  
Spina Bifida ◽  
Sport Participation ◽  
Assistive Devices ◽  
Children And Youth ◽  
Full Time ◽  
Wheelchair Users ◽  
Manual Wheelchair ◽  
The Future ◽  
Aged Subjects

Physical education and sport participation of 133 children and youth with myelomeningocele (MM), aged 7 to 16 years, was investigated with respect to age, level of MM, and ambulation. Results showed that 90.2% of subjects received physical education. Elementary-aged subjects were least likely to be excluded from physical education, as were full-time manual wheelchair users. Regular physical education placements were afforded to 51.7% of subjects, although individuals may have been placed according to their MM label rather than their ambulation ability. Sport participation was reported by 82.6% of subjects. Subjects with cervical MM, and those not receiving physical education, were least likely to have participated. Interestingly, children who walked without assistive devices were least likely to participate in nonschool sports. However, 9.2% of subjects, including almost 20% of the subjects with sacral MM, felt they could benefit from use of a wheelchair in the future, or from use of a wheelchair for sport.

A Survey of National Record Keeping Systems for Visually Handicapped Children

1977 ◽  
Vol 71 (8) ◽  
pp. 353-355
Author(s):  
Robert Jones ◽  
Susan Jay Spungin
Keyword(s):  
Children And Youth ◽  
Educational Services ◽  
School Age ◽  
Handicapped Children ◽  
Record Keeping ◽  
Current State ◽  
Use Of Technology ◽  
Reporting Systems ◽  
American Foundation ◽  
Visually Handicapped

The American Foundation for the Blind survey on reporting systems for school-age visually handicapped children and youth concludes that there is no uniform retrieval system for educational, medical, or demographic information on blind and visually handicapped students. To collect information on the current state of educational services for school-age visually handicapped children and youth would be virtually impossible. Agencies responsible for coordinating educational services for the visually handicapped are making little use of technology designed to assist in collecting, storing, or retrieving information. However, many state mandates now require more careful accounting for services.

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.

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