Implementation of the Dcld Competency Standards

1980 ◽  
Vol 3 (2) ◽  
pp. 29-34 ◽  
Author(s):  
James E. Leigh
Keyword(s):  
Learning Disabilities ◽  
Teacher Training ◽  
Training Programs ◽  
Code Of Ethics ◽  
Learning Disabled ◽  
Children And Youth ◽  
Practical Implementation ◽  
Disabled Children ◽  
Certification Standards ◽  
Teacher Training Programs

This article discusses the DCLD Code of Ethics and Competencies for Teachers of Learning Disabled Children and Youth and reviews each of its stated purposes related to: teacher training programs, certification standards, employment criteria, and monitoring of ongoing professional practices. Recommendations are made for practical implementation of the competency statements. While some of the recommendations pertain to applications in the future, the discussion emphasizes the need to implement the DCLD competencies as soon as possible. Even though the philosophical and theoretical debates regarding learning disabilities will not be resolved by the DCLD document, implementation of the competency standards will lead to significant improvement of services to children with learning disabilities.

The Relationship between Creativity and Selective Attention in LD Boys

1979 ◽  
Vol 2 (1) ◽  
pp. 53-59 ◽  
Author(s):  
Sara G. Tarver ◽  
Barbara R. Buss ◽  
Ronald P. Maggiore
Keyword(s):  
Learning Disabilities ◽  
Selective Attention ◽  
Learning Disabled ◽  
Children And Youth ◽  
Disabled Children ◽  
Special Significance ◽  
The Relationship

Historically, most programming and research efforts in the field of learning disabilities have focused on the disabilities evidenced by LD children and youth. By representing an attempt to consider the positive attributes of LD individuals, the study of creativity in the learning disabled population takes on special significance. The results of this investigation support the relationship between selective attention and creativity in LD boys. However, it was found that the relationship changed as a function of age and the type of creativity measured. The issues raised by this line of inquiry should provide impetus for other investigations designed to explore such attributes as creativity in learning disabled children and youth.

Competencies for Professionals in Learning Disabilities

1978 ◽  
Vol 1 (2) ◽  
pp. 69-77 ◽  
Author(s):  
Phyllis L. Newcomer
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Professional Organization ◽  
Children And Youth ◽  
Disabled Children ◽  
Major Step ◽  
Broad Base ◽  
Current Practices

A major role of any professional organization is to establish standards by which professionals and practices in the field can be evaluated. DCLD has taken a major step in this direction by developing a set of competencies for teachers of learning disabled children and youth. This article presents the rationale behind the development of these competencies as well as potential uses of the competency statements. The development of this set of competency statements underscores the Division's commitment to upgrading current practices. Readers are strongly encouraged to provide feedback to Dr. Newcomer's Committee on the scope, format, and content of the competency statements. Meaningful standards can best be derived from these statements through a broad base of input from professionals in the field.

Competencies for Professionals in Learning Disabilities

1988 ◽  
Vol 11 (3) ◽  
pp. 167-175 ◽  
Author(s):  
Phyllis L. Newcomer
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Professional Organization ◽  
Children And Youth ◽  
Disabled Children ◽  
Major Step ◽  
Broad Base ◽  
Current Practices

A major role of any professional organization is to establish standards by which professionals and practices in the field can be evaluated. DCLD has taken a major step in this direction by developing a set of competencies for teachers of learning disabled children and youth. This article presents the rationale behind the development of these competencies as well as potential uses of the competency statements. The development of this set of competency statements underscores the Division's commitment to upgrading current practices. Readers are strongly encouraged to provide feedback to Dr. Newcomer's Committee on the scope, format, and content of the competency statements. Meaningful standards can best be derived from these statements through a broad base of input from professionals in the field. - D.D.D.

Competencies for Professionals in LD: An Analysis of Teacher Perceptions

1979 ◽  
Vol 2 (1) ◽  
pp. 70-79 ◽  
Author(s):  
Mary Alice Freeman ◽  
Randal L. Becker
Keyword(s):  
Teacher Training ◽  
Teacher Perceptions ◽  
Learning Disability ◽  
Learning Disabled ◽  
Professional Organization ◽  
Children And Youth ◽  
Relative Importance ◽  
Disabled Children ◽  
Professional Competency

A major role of any professional organization is to establish standards by which to evaluate the professionals in the field as well as their practices. In 1978, DCLD developed a set of competencies for teachers of learning disabled children and youth (See LDQ, Spring, 1978). In this article Freeman & Becker report the results of a study designed to examine the opinion structure of practitioners regarding the relative importance of the competencies in the DCLD Professional Competency Document. These data have obvious implications for teacher training in the learning disability field.

Meeting the Needs of Rural Teachers of Visually Impaired Students

1987 ◽  
Vol 81 (5) ◽  
pp. 204-209 ◽  
Author(s):  
M.J. Bina
Keyword(s):  
Teacher Training ◽  
Visually Impaired ◽  
Training Programs ◽  
Rural Teachers ◽  
Sense Of Humor ◽  
Itinerant Teachers ◽  
Teacher Training Programs ◽  
Visually Impaired Students

A survey of itinerant teachers in Texas found that, despite the numerous shortcomings of the job, the respondents believed there were many advantages. The respondents further identified the much needed ability to adjust to change, to put things in perspective, to modify their expectations, and to exercise a healthy sense of humor. This article details these shortcomings and advantages, suggests strategies for overcoming obstacles, and discusses the implications of the findings for administrators of schools and personnel of teacher-training programs.

Public School and University Teacher Training Programs for Behaviorally Disordered Children: Are They Compatible?

1980 ◽  
Vol 5 (3) ◽  
pp. 151-155 ◽  
Author(s):  
Kenneth Kavale ◽  
Alfred Hirshoren
Keyword(s):  
Public School ◽  
Teacher Training ◽  
Training Programs ◽  
Behavior Disorder ◽  
Theoretical Models ◽  
School Behavior ◽  
Behaviorally Disordered ◽  
School Programs ◽  
Teacher Training Programs ◽  
University Teacher Training

The findings from a survey of public school programs for behaviorally disordered children are presented suggesting that a majority considered their theoretical focus to be behavioral. If a majority of university teacher-training programs in behavior disorder also consider their primary theoretical focus to be behavioral as previous research suggested, then the two would appear to complement each other. Another portion of the survey, however, indicated that the pragmatic approaches to treatment found in public school behavior disorders programs cover techniques reflecting a wide variety of theoretical models. Consequently, there exists a mismatch which prevents maximum effectiveness in both teacher training and service delivery for behaviorally disordered children. It was concluded that university teacher training programs should reflect a more eclectic stance by carefully synthesizing assorted theoretical components into a composite which meets the diverse pragmatic demands of public school programs for behaviorally disordered children.1

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