scholarly journals Special Education in 1994: Practice in Search of a Policy

1994 ◽  
Author(s):  
Lex Mcdonald
Keyword(s):  
Professional Development ◽  
Special Education ◽  
New Zealand ◽  
Government Policy ◽  
Special Educators ◽  
Inservice Training ◽  
Policy Statement ◽  
Additional Training ◽  
Training Programmes ◽  
Research Studies

For special education in New Zealand, 1994 was a year in limbo as educators, parents and students awaited the Government’s policy statement and intentions. The issues of funding and contestability of service remained central to the proposed reorganisation with considerable apprehension expressed at the direction of change. It was indicated that teachers were needing and seeking professional development in the area of special education and a number of exemplary inservice training programmes were being offered. Many special educators believe that additional training and assistance should be provided to deal with the problem of our disaffected youth but Government policy has precluded adequate interventions in this area. Research studies and projects in 1994 reflected the wide nature of the ongoing issues and concerns in special education.

scholarly journals Union Membership in New Zealand: An Assessment of Government Policy

1976 ◽  
Vol 1 (1) ◽  
Author(s):  
Margaret Wilson
Keyword(s):  
New Zealand ◽  
Government Policy ◽  
Union Membership ◽  
Effective Means ◽  
Industrial Relations ◽  
National Government ◽  
Policy Statement ◽  
Short Article ◽  
The Law

  There are certain issues in the field of industrial relations in New Zealand that periodically rise to prominence. One such issue is the ques­tion of union membership, which has been once again thrust into the limelight by a statement the Minister of Labour made earlier this year. The Minister announced that during 1976 legislation would be introduced to provide for a ballot amongst workers to determine whether union mem­bership in their particular trade, industry or occupation should be voluntary or compulsory. This announcement was in accordance with the National Party’s election policy statement on industrial relations, that stated:A National Government will change the law to give workers an effective means to decide whether their unions should be compulsory or voluntary.” Not surprisingly, the Minister’s announcement has provoked much comment and vigorous debate amongst persons concerned with industrial relations in New Zealand. It is the purpose of this short article to analyse briefly the various statutory provisions that have related to union member­ship, then to examine the Government’s proposed scheme for amending the existing statutory union membership provisions, and finally to suggest some implications of voluntary unionism upon the present industrial rela­tions system in New Zealand.

A Profession in a Hurry: The Need for Standards

1966 ◽  
Vol 33 (1) ◽  
pp. 1-5 ◽  
Author(s):  
Maynard C. Reynolds
Keyword(s):  
Special Education ◽  
Special Educators ◽  
Quality Standards ◽  
Professional Standards ◽  
Policy Statement ◽  
Education Programs ◽  
Modes Of Operation ◽  
The Past ◽  
Educational Enterprise

Special education programs have grown very rapidly in the past two decades. Busy special educators have been thrust into the role of spearheading new modes of operation for the remainder of the educational enterprise. This hurried pace of development and leadership has involved some neglect of quality standards. In this context, CEC's policy statement on professional standards, adopted in Toronto in April, 1966, is discussed, with emphasis upon the inevitability of gradualness in developing and regulating standards and upon the importance of continuing activities in the standards field.

Multicultural Education Training for Special Educators Working with African-American Youth

1992 ◽  
Vol 59 (2) ◽  
pp. 107-114 ◽  
Author(s):  
Bridgie Alexis Ford
Keyword(s):  
Special Education ◽  
African American ◽  
Multicultural Education ◽  
Students With Disabilities ◽  
African American Students ◽  
Special Educators ◽  
Inservice Training ◽  
Special Education Administrators ◽  
American Students ◽  
Education Administrators

Inservice training in multicultural education helps provide special education classroom teachers with the additional competencies needed to work more effectively with African-American students with disabilities. A pilot study was conducted to assess the perceptions of special education administrators in Ohio about multicultural inservice training and the nature of their exposure to multicultural education. Results indicate that special education administrators perceive that special education teachers should be involved in multicultural educational training programs with special emphasis on African-American students and their families. The results also reveal that personnel responsible for conducting such inservice programs may lack formal training. Author recommendations include the need for special educators to actively participate in high-quality, ongoing, multicultural education inservice programming conducted by personnel who have been formally prepared.

Thinking Vertically: Facilitating Transition for Students With Disabilities

2021 ◽  
pp. 104837132110344
Author(s):  
Ellary A. Draper
Keyword(s):  
High School ◽  
Special Education ◽  
Early Intervention ◽  
Best Practices ◽  
Music Education ◽  
Students With Disabilities ◽  
Education Program ◽  
Special Educators ◽  
Individualized Education Program ◽  
Special Education Transition

Within special education, transition is a required part of a student’s Individualized Education Program, specifically the transition from school to postsecondary life. Recently, special educators have begun to investigate best practices of transition at all levels—early intervention into school, elementary to middle school, and middle to high school. Yet in music education transition is not widely discussed for students with and without disabilities. This article includes an overview of best practices of transition in special education and provides ideas on how to implement these practices in music education to better facilitate transition between schools to postsecondary life for students with disabilities.

ISET Expert Panel Discussion Series 2020–2021

2021 ◽  
pp. 016264342110335
Author(s):  
Emily Hoeh ◽  
Tara L. Kaczorowski
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Information Sharing ◽  
Expert Panel ◽  
Panel Discussion ◽  
Education Technology ◽  
Technology Professional Development ◽  
Individuals With Disabilities ◽  
Technology Professional ◽  
Development Committee

The Innovations and Special Education Technology Professional Development Committee would like to extend its appreciation to the following leaders in the field of Special Education. Each of the following individuals volunteered to speak during the 2020–2021 ISET Expert Panel Discussion series and shared expertise on a variety of pressing topics during remote instruction due to the COVID pandemic. The information sharing is a testament to their unwavering support for the members of ISET and all of the stakeholders involved in supporting individuals with disabilities.

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.

Developing a Theory of Program Vision as Professional Socialization in Special Education Teacher Preparation

2021 ◽  
pp. 088840642110589
Author(s):  
Hannah Morris Mathews
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
General Education ◽  
Special Educators ◽  
Professional Socialization ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Education Teacher ◽  
Roles And Responsibilities

In general education, researchers find candidates’ pre-service experiences are a tool for socialization into the knowledge, norms, and values of the profession. An important aspect of this process is program vision—the collective understanding of teaching put forth by a preparation program. Yet, few investigations in special education examine program vision. Using interviews with candidates across six teacher preparation programs, the author generates theory to understand the role of vision in special education teacher candidates’ professional socialization and how experiences of program vision are associated with their conceptions of their future roles and responsibilities. Candidates’ conception of special educators’ roles reflected three characterizations consistent within, but distinct across programs: Direct Instructor, Supportive Differentiator, and General Responder. Each profile was associated with unique roles and responsibilities for special educators. Findings draw attention to the importance of examining vision as a tool for professional socialization in special education teacher preparation.

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.

Variables Affecting the Reintegration Rate of Students with Serious Emotional Disturbance

1994 ◽  
Vol 61 (3) ◽  
pp. 254-268 ◽  
Author(s):  
Elana Esterson Rock ◽  
Michael S. Rosenberg ◽  
Deborah T. Carran
Keyword(s):  
Special Education ◽  
Regression Analysis ◽  
Emotional Disturbance ◽  
Teacher Attitudes ◽  
Special Education Teachers ◽  
Educational Program ◽  
Special Educators ◽  
Demographic Characteristics ◽  
Serious Emotional Disturbance ◽  
K 12

This study examined educational program and teacher variables to identify factors that predict the reintegration of students with serious emotional disturbance (SED) into less restrictive placements. Data on program demographics, reintegration orientation, teacher reintegration training, and teacher attitudes toward reintegration were collected from 162 special education teachers and 31 administrators in restrictive placements for K-12 students with SED. This information was compared to the reintegration rates of students in those schools through the use of a hierarchical set regression analysis. Results indicated that reintegration orientation, demographic characteristics of restrictive SED programs, and particular experiences/training of special educators predict the reintegration of students with SED into less restrictive programs.

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