The Federal Role in the Preparation of Special Education Doctorates

2011 ◽  
Vol 34 (4) ◽  
pp. 267-282 ◽  
Author(s):  
Deborah Deutsch Smith ◽  
Anthony Truong ◽  
Roxanne Watson ◽  
Melissa D. Hartley ◽  
Susan Mortorff Robb ◽  
...  
Keyword(s):  
Special Education ◽  
Doctoral Students ◽  
Graduation Rate ◽  
Special Educators ◽  
Federal Agencies ◽  
Educational Settings ◽  
Education Programs ◽  
Individuals With Disabilities ◽  
Education Improvement ◽  
The U.S

Three studies are described in this article. Each is focused on a different aspect of the long-standing initiative that supports special education doctoral students. This initiative is one of the discretionary programs of the Individuals With Disabilities Education Improvement Act that is managed by the U.S. Department of Education’s Office of Special Education Programs (OSEP). Study 1 sought to determine the graduation rate of OSEP-supported special education doctoral students. Study 2 analyzed funding patterns provided to these doctoral students. Study 3 used data from the first two studies to make comparisons with information provided by other federal agencies that provide funding for students’ pursuit of doctorates across many disciplines. From the authors’ findings, they conclude that OSEP’s projects are critical to the nation’s capacity to produce a sufficient supply of special education doctorates, who in turn produce a sufficient supply of general and special educators who can be effective in inclusive educational settings. This article includes key findings from each study, provides overarching conclusions about how the specific funding and support packages might be modified, and suggests a process to use when making adjustments to these projects’ and doctoral students’ award levels.

A Bandwagon without Music: Preparing Rural Special Educators

1984 ◽  
Vol 50 (4) ◽  
pp. 334-342 ◽  
Author(s):  
Lawrence W. Marrs
Keyword(s):  
Special Education ◽  
Rural Areas ◽  
Special Educators ◽  
Rural America ◽  
Education Programs ◽  
Special Education Programs

The bandwagon has finally reached rural America. This article discusses important considerations for those who would board this bandwagon carrying baggage which includes preconceived ideas about using traditional special education programs to prepare special educators for rural areas. Competencies and curriculum elements which should be included in preservice programs are discussed.

Learning and Physical Environment the Necessity for Research and Research Design

1970 ◽  
Vol 37 (4) ◽  
pp. 261-268 ◽  
Author(s):  
William M. Cruickshank ◽  
Herbert C. Quay
Keyword(s):  
Special Education ◽  
Research Design ◽  
Physical Environment ◽  
Special Educators ◽  
Education Programs ◽  
Management Techniques ◽  
Special Education Programs

The growing concern about planning and providing effective physical facilities for special education programs is presented. Particular emphasis is focused on the inadequacy of decisions made by special educators and architects regarding the nature of the physical environment in the absence of empirically obtained evidence. Supporting the need for such research, some of the difficulties encountered—the isolation of variables, management techniques, and design—are discussed.

A Case Study of Federal Leadership Perspectives on Special Education

2020 ◽  
pp. 002246692090990
Author(s):  
Jeannie Kleinhammer-Tramill ◽  
Zorka Karanxha ◽  
A. Joy Broughton
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Family Background ◽  
Phenomenological Approach ◽  
Rehabilitation Services ◽  
Education Programs ◽  
Time Period ◽  
The U.S

This article is part of an illustrative study of federal leadership in special education based on interviews with persons who served as Assistant Secretaries in the U.S. Department of Education’s Office of Special Education and Rehabilitation Services and Directors of the Office of Special Education Programs. The perspectives cover the time period since the inception of the HEW—Bureau of Education for the Handicapped in 1967 until 2012. A phenomenological approach to interpreting the data revealed that these leaders faced similar barriers in their efforts to implement their vision, that their family background experiences influenced the policies they pursued, that their accomplishments frame major evolutions of the field, and, that their work represents a lifelong commitment to improving education and services for students with disabilities and special needs. We believe what we learned has value not only in helping to understand the challenges and accomplishments that have passed but also in its potential for guiding the future of federal and other legislation protecting the rights of and improving and sustaining the services needed for individuals with disabilities.

What Do Employers Ask for in Advertisements for Special Education Positions?

2014 ◽  
Vol 38 (1) ◽  
pp. 51-62 ◽  
Author(s):  
Jennifer Stephenson ◽  
Mark Carter
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Educators ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Common Criteria ◽  
Special Education Needs ◽  
Job Advertisements ◽  
Education Needs ◽  
Formal Recognition

Although qualified special educators are more likely to provide effective teaching for students with disabilities and special education needs, it seems many teachers in special education and support positions are not qualified for this role. The study reported here provided analysis of 219 job advertisements for special education positions in order to ascertain what employers required of applicants for special education positions. Advertisements represented all states and sectors in Australia, although the sample does not fully reflect the relative numbers of schools in each state. Most positions were for class teachers or for teachers providing support within and across schools. Special education qualifications and experience in special education were not common criteria for employment. The concerns raised by this finding are addressed through suggestions for formal recognition for special educators and accreditation of teacher education programs preparing special educators.

scholarly journals Exceptional Educators: Canada’s First Special Education Teachers, 1910–45

2018 ◽  
Author(s):  
Jason Ellis
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Special Educators ◽  
Professional Lives ◽  
Education Programs ◽  
Length Of Service ◽  
The Public ◽  
Public Elementary Schools ◽  
Vital Records ◽  
History Of

The article examines the personal backgrounds and professional lives of Canada’s earliest special education teachers. It considers the approximately 340 women and men who, between 1910 and 1945, taught special education classes in the public elementary schools of Toronto and Vancouver—the first two systems in the country to offer special education programs. Twelve selected special educators are discussed in more depth based on traces of their lives found in an eclectic array of sources, including school reports, the census, and vital records. The article considers early special educators’ gender; teacher training, certification, extra qualifications, and length of service; and their relationship as non-disabled adults to children with disabilities. It discusses each of these factors in light of what it can tell us about the uniqueness of early special educators and what in turn the personal and professional stories of these individuals can tell us about the history of special education.RésuméCet article explore les antécédents personnels et la vie professionnelle des premiers enseignants en éducation spécialisée au Canada. Il prend en compte les quelque 340 femmes et hommes qui, entre 1910 et 1945, ont donné des cours d’éducation spécialisés dans les écoles primaires publiques de Toronto et de Vancouver — les deux premiers systèmes scolaires au pays à offrir des programmes d’éducation spécialisée. Cet article s’intéresse particulièrement au profil de douze éducateurs spécialisés dont il est possible de suivre la trace à partir d’un ensemble de sources éclectiques incluant les rapports scolaires, les recensements, et les registres d’état civil. Il prend en compte le genre des premiers éducateurs spécialisés, la formation des enseignants, la certification, les qualifications supplémentaires, le nombre d’années de service, ainsi que la relation de ces adultes non handicapés avec des enfants ayant une limitation fonctionnelle. Chacun de ces facteurs est analysé à la lumière de ce qu’ils peuvent révéler à propos du caractère unique des premiers éducateurs spécialisés, de même que ce que leurs histoires personnelles et professionnelles révèlent sur l’histoire de l’éducation spécialisée. 

Why Special Education Isn 't Special

1974 ◽  
Vol 44 (4) ◽  
pp. 437-458 ◽  
Author(s):  
Carl Milofsky
Keyword(s):  
Special Education ◽  
Public School ◽  
Special Educators ◽  
Education Programs ◽  
Special Education Programs

Special education has developed in recent years to diagnose more effectively and teach children who, for a wide variety of reasons, cannot learn from a regular curriculum. In this article, the author notes that despite their increasing size and sophistication, special education programs have not been successful for the majority of their students. He suggests that one reason for their ineffectiveness may be the ways in which special educators-teachers,psychologists and administrators-relate to the regular personnel of schools. Because special education is marginal to public school operation, political and organizational obstacles may infringe on the autonomy, funds, and quality of programs special educators can provide.

Technology in Early Childhood Special Education - Access for Rural Programs

1989 ◽  
Vol 9 (4) ◽  
pp. 21-24 ◽  
Author(s):  
Andrea M. Lazzari ◽  
Mary Wilds
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Computer Technology ◽  
Technical Assistance ◽  
Special Educators ◽  
Early Childhood Special Education ◽  
Computer Skills ◽  
Education Programs ◽  
Education Access ◽  
Special Education Programs

As computer technology has become more accessible and affordable, early childhood special educators have begun to integrate it into their curricula. This article addresses basic considerations for systematic introduction of computer technology in early childhood special education programs. Practical suggestions are offered for developing prerequisite computer skills with the aid of battery-powered toys and switches. Strategies for introducing computer technology to rural programs via a technical assistance network are offered and unique applications of computer technology in rural early childhood special education programs are explored.

Preparing Teachers in Severe Disabilities across Wide Geographical Areas Using Videoconferencing Technology

2007 ◽  
Vol 26 (2) ◽  
pp. 16-25 ◽  
Author(s):  
Fred Spooner ◽  
Vicki Knight ◽  
Ya-Yu Lo ◽  
Wendy Wood
Keyword(s):  
Special Education ◽  
North Carolina ◽  
Severe Disabilities ◽  
Department Of Education ◽  
University Of North Carolina ◽  
Education Programs ◽  
Special Education Programs ◽  
The University ◽  
Videoconferencing Technology ◽  
The U.S

Support for this research was provided in part by Grant No. H32K060213 of the U.S. Department of Education, Office of Special Education Programs, awarded to the University of North Carolina at Charlotte. The opinions expressed do not necessarily reflect the position or policy of the Department of Education, and no official endorsement should be inferred.

Juan O'Gorman, Daniel COSío Villegas, and the Mexican Historical Profession: An Interview with Josefina Zomida Vázquez

2010 ◽  
Vol 67 (02) ◽  
pp. 253-268
Author(s):  
William H. Beezley
Keyword(s):  
United States ◽  
Doctoral Students ◽  
The United States ◽  
Active Member ◽  
Television Programs ◽  
Education Programs ◽  
National Education ◽  
History Of ◽  
The U.S ◽  
Historical Profession

Professor Josefina Zoraida Vázquez has made an indelible imprint on the discipline of the history of Mexico. Her publications have provided an analysis of the Mexican experience through such diverse themes as the U.S. invasion (1846-1848), the evolution of national education programs, and the struggles to establish federalism and republicanism in the first decades of independence. She has written official textbooks used by all Mexican school children, appeared on numerous television programs, taught dozens of doctoral students, and assisted many scholars in both Mexico and the United States. She has been an active member of the historical profession; she organized the Congress of Mexican Historians from Mexico, the United States, and Canada in Patzcuaro in 1977 and served as the President of the same organization in Monterrey in 2003.

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