A Mixed Design Evaluation of an Interdisciplinary Transition Graduate Program

2021 ◽  
pp. JARC-D-20-00020
Author(s):  
Robert W. Flexer ◽  
Rachel McMahan-Queen ◽  
Robert Baer ◽  
Carol Sparber
Keyword(s):  
Graduate Program ◽  
Special Educators ◽  
Program Completion ◽  
Rehabilitation Counselors ◽  
Personnel Preparation ◽  
Mixed Design ◽  
Exceptional Children ◽  
Interdisciplinary Practice ◽  
Part Time ◽  
Level Transition

The authors describe the implementation and impact of a graduate-level transition personnel preparation program for transition specialists. This program was based on the Council for Exceptional Children (CEC) standards for transition specialists. Over 200 special educators were prepared in a 2-year part-time graduate program where interdisciplinary, practice-based preparation was provided. Participants completed five courses and one practicum designed to prepare them to meet the standards for transition specialists. Competency ratings significantly improved after program completion. Focus group responses suggested that the program design had features that had major impact on the areas of policy, collaboration, and leadership. Collaboration and interdisciplinary activities emphasizing the roles of transition professionals were described throughout the article, showing how transition specialists, career/technical educators, and rehabilitation counselors are mutually supportive of youth with disabilities achieving postschool goals. The authors recommended further research on how this kind of preparation might be disseminated and replicated.

Especially for Special Educators

1976 ◽  
Vol 42 (5) ◽  
pp. 244-252 ◽  
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Education Research ◽  
Special Educators ◽  
Exceptional Children ◽  
Teacher Education Research

Thirty special educators, some of whom have worked in the field for over 50 years, were interviewed by telephone. Each was asked to identify milestone events and pioneers in special education and to describe the development and role of teacher education, research, and The Council for Exceptional Children over the years. Crucial issues and needs in the field today were identified by the group and their responses were synthesized into the first of a series of articles celebrating the Bicentennial.

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.

Clinical Practice Seminar: A Model for Training Rehabilitation Counselors As Supervisees

1984 ◽  
Vol 15 (2) ◽  
pp. 54-55
Author(s):  
Nancy Esibill
Keyword(s):  
Clinical Practice ◽  
Graduate Program ◽  
Rehabilitation Counselors ◽  
Graduate Level ◽  
Practice Experience

The seminar component of the clinical practice experience in graduate level rehabilitation education can be approached in a variety of ways. The author describes a format that focuses on the intern's experience as a supervisee and documents the benefits of this model to interns, supervisors, field agencies, and the graduate program.

Private Counseling: A Primer

1989 ◽  
Vol 20 (1) ◽  
pp. 41-46
Author(s):  
Lloyd R. Goodwin
Keyword(s):  
Counselor Education ◽  
Rehabilitation Counselors ◽  
Education Students ◽  
Rehabilitation Counselor ◽  
Counseling Practice ◽  
Career Option ◽  
Counselor Education Students ◽  
Rehabilitation Counselor Education ◽  
Part Time

This article provides some practical suggestions for rehabilitation counselor education students and novice rehabilitation counselors contemplating the career option of full or part-time private counseling practice.

Characteristics and Descriptions of Transition Content on Special Education and Rehabilitation Graduate Program Websites

2018 ◽  
Vol 32 (1) ◽  
pp. 2-19 ◽  
Author(s):  
Kathleen Marie Oertle ◽  
Caren L. Sax ◽  
Elizabeth Chesley
Keyword(s):  
Special Education ◽  
Graduate Program ◽  
Transition Planning ◽  
Data Extraction ◽  
Transition Services ◽  
Master's Level ◽  
Personnel Preparation ◽  
Educational Preparation ◽  
Transition Training ◽  
Institutional Websites

Purpose:This exploratory study advances personnel preparation research through the investigation of the transition content found on the institutional websites of U.S. universities with Office of Special Education Programs (OSEP) Master’s Level Personnel Preparation grants for transition planning and services (OSEP, 2015) or master’s-level Council on Rehabilitation Education (CORE)-accredited vocational rehabilitation (VR) programs (2014–2105). Individuals seeking transition training are likely to visit institutional websites given that searching online is typically the first step in exploring educational and training options.Method:A process of systematic website searches, protocol for data extraction, and an iterative content analysis were used. Data profiles were constructed, and the types of offerings were characterized and defined.Results:Twelve universities were associated with the transition offerings of eight OSEP-funded programs (8/23 or 35%) and eight CORE-accredited programs (8/97 or 8%) and their corresponding 22 websites. Four of the 12 universities appeared on both lists.Conclusions:The renewed focus on transition services within the legislation (The Workforce Innovation and Opportunity Act [WIOA], 2014) will no doubt increase the demand for educational preparation and professional development. These findings provide a baseline from which to improve visibility and develop further offerings. Areas for immediate improvement are the accuracy of the program descriptions and the ease of finding details.

An Analysis of the Forum: Issues in Education of the Severely and Profoundly Retarded

1981 ◽  
Vol 48 (1) ◽  
pp. 5-18 ◽  
Author(s):  
James W. Tawney ◽  
Jonathan Smith
Keyword(s):  
Critical Analysis ◽  
Educational Services ◽  
Personnel Preparation ◽  
Exceptional Children

The May 1979 issue of Exceptional Children presented a three-part forum of issues on the education of severely and profoundly retarded children (Burton & Hirshoren, 1979a, 1979b; Sontag, Certo, & Button, 1979). Different viewpoints were presented, focusing initially on anticipated levels of learning, personnel preparation, and locus of educational services for this population. The authors of the article presented here concluded that apparent errors of fact in the three articles merited an extensive, critical analysis. Here, these errors are identified and discussed. The authors' views are expressed on these and additional topics related to the education and educability of severely and profoundly retarded children.

scholarly journals High-Impact Practices and the Adult Online Learner

2019 ◽  
Vol 6 (4) ◽  
pp. p463
Author(s):  
Pamela Duke Morris ◽  
Christina M.Cobb ◽  
Meredith Anne S. Higgs
Keyword(s):  
Adult Learners ◽  
Online Courses ◽  
School Attendance ◽  
Adult Population ◽  
Program Completion ◽  
High Impact ◽  
Online Learners ◽  
High Impact Practices ◽  
Part Time ◽  
Adult Online Learners

Institutions of higher education are challenged to get students engaged, especially adult or non-traditional online learners. In this study, the National Survey of Student Engagement (NSSE) 2017 & 2018 data on High-Impact Practices (HIPs) are examined to understand the extent to which adult online learners are engaged in HIPs. This analysis finds that engagement levels for adult learners are lower than those of traditional learners (under the age of 24) for all HIPs surveyed by the NSSE. Moreover, the levels of engagement of the subset of adult learners who took only online courses was even lower than the levels of the broader adult population, and part-time adult online learners had the lowest engagement of all student populations examined. Based on these findings, suggestions for improving the engagement of adult and online learners in HIPs are discussed. Institutions should focus on incorporating opportunities that allow more learners to experience HIPs, as research findings suggest that HIPS increase engagement and could result in significant improvements in student success measures, such as program completion and graduate school attendance (Stoloff, Good, Smith, & Brewster, 2015).

Implementing a UDL Framework: A Study of Current Personnel Preparation Practices

2017 ◽  
Vol 55 (1) ◽  
pp. 25-36 ◽  
Author(s):  
LaRon A. Scott ◽  
Colleen A. Thoma ◽  
Lauren Puglia ◽  
Peter Temple ◽  
Allison D'Aguilar
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
Universal Design ◽  
Special Educators ◽  
Universal Design For Learning ◽  
Research Practice ◽  
Personnel Preparation ◽  
Postschool Outcomes ◽  
Program Coordinators ◽  
Design For Learning

Abstract Young adults with intellectual disability (ID) continue to experience the least successful postschool outcomes among transition-aged youth (Sanford et al., 2011). Experts disagree on the most effective approach to improve outcomes such as employment, postsecondary education, and community living. In 2015, the National Goals Conference brought together educational researchers to set an agenda to guide the field in terms of research, practice, and policy (Thoma, Cain, & Walther-Thomas, 2015). One of their recommendations, based on promising research and practices, urged the field to identify effective personnel preparation and professional development practices that ensure general and special educators can implement a UDL framework (Thoma, Cain, et al., 2015). This study surveyed program coordinators at accredited universities to determine what is currently being done to prepare educators to implement a Universal Design for Learning (UDL) framework, the extent to which a UDL framework is being incorporated into preservice courses in higher education, and how a UDL framework is being used to improve postschool outcomes for youth with ID.

Case study: a decade of changes in a small environmental engineering graduate program

2004 ◽  
Vol 49 (8) ◽  
pp. 133-138
Author(s):  
S.W. Leung
Keyword(s):  
International Student ◽  
Graduate Program ◽  
Program Planning ◽  
Environmental Engineering ◽  
Student Enrollment ◽  
Full Time ◽  
Steady Level ◽  
Part Time Students ◽  
Part Time ◽  
The University

For a small graduate program in environmental engineering in a rural state in the US, it is important for the program curriculum to stay in the mainstream. While resident student enrollment is approaching a steady level, international student enrollment increases steadily, this is due in part to the out-of-state tuition waiver provided to the students. Part-time students are a significant part of the program, these students have special needs that are different from traditional full-time students that must be taken into consideration in program planning. A small program provides an attentive atmosphere for students’ learning, but it also has problems that a larger program would not encounter, such as competitiveness, personal conflicts, program identity, etc. Despite success in the past, the program is likely to merge with other related programs in the university during times of budget restrictions.

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