Teaching and Advising Competencies of Special Education Professors

Ingram, Cregg F.; Blackhurst, A. Edward

doi:10.1177/001440297504200204

Cited by 5 publications

(4 citation statements)

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“…(These revisions are described below.) Table 2 Module changes, Number of Joint and Individual Session 197.1-197541 MODULE 19711972197319741975 Resources forspecial educators A comparison of the strongest and weakest features within a given semester illustrates some of the problems the instructors encountered in trying to use formative evaluation data to guide course revisions. For example, in 1971 team teaching was rated as a strength, yet students alsofeltthat too many instructors were used.…”

Section: Results Anddiscussionmentioning

confidence: 99%

“…The range of CBI involvement has extended beyond single course applications to entire training programs (Burke, 1972;Edgar & Nee1, 1976;Berdine & Kelly, 1977), and in at least one Instance to an entire state network of teacher training (Creamer & Gilmore, 1974). Competency and perfonnance statements have been the subject of research on an equally diverse scope of educational training activities, ranging from specific areas of instruction, such as arithmetic (Cawley & Vitello, 1972) to doctoral training Inspedal education (Ingram & Blackhurst, 1975).…”

Section: Abstracfmentioning

confidence: 99%

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The Evolution of a Non-Categorical Competency-Based Special Education Methods Course

Nelson

Berdine

Moyer

1978

J Spec Educ Technol

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Research on competency-based teacher education has concentrated upon the dimension of performance evaluation. Although the question of whether or not trainees are proficient in the skills taught is critical, student evaluation of training components may be even more important in guiding short-term training program management The present study traces the development of a special education methods course, showing the relationship of course changes to formative evaluation via systematic student input.

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Section: Results Anddiscussionmentioning

confidence: 99%

Section: Abstracfmentioning

confidence: 99%

The Evolution of a Non-Categorical Competency-Based Special Education Methods Course

Nelson

Berdine

Moyer

1978

J Spec Educ Technol

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“…Much of the early growth in the CBTE movement within institutions of higher education was aimed toward designing total' teacher-training programs (Blackhurst, 1974) and determining competencies that teachers ought to be able to exhibit upon graduating from their college or university and receiving certification ~Ingram ~ Blackhurst, 1975;Strauch, 1974). The process of identifying competencies that teachers ought to have upon certification and writing instructional modules to teach those competencies has been generally productive.…”

Section: Discussionmentioning

confidence: 99%

A Competency-Based Student Teaching Supervision System

Berdine

Moyer

Suppa

1978

Teacher Education and Special Education

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“…Generation of competency statements during the planning phase, for example, can be structured according to a variety of procedures, such as the Critical Incidence Technique (cf. Flanagan, 1962;Ingram & Blackhurst, 1975). All activities specified in the inservice model are monitored across phases to ensure appropriate implementation of the curriculum development approach.…”

Section: Approaches To Inservice Program Evaluationmentioning

confidence: 99%

Action Versus Reaction: A Curriculum Development Approach to Inservice Education

Skrtic¹,

Knowlton²,

Clark³

1979

focusXchild

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Enactment of PL 94-142 has created a discrepancy between the roles regular and special education personnel have been trained to fill and the roles they now must perform. This is clearly evident when one compares the preservice training curricula operational in most colleges of education with the competency demands inherent in successful implementation of PL 94-142. Undoubtedly, provision of an appropriate education for all handicapped students depends upon the revision of preservice training curricula, establishment of effective inservice programs and corresponding adjustments in certification requirements and procedures.Curricular modifications began to appear in special education personnel preparation programs in the late 1960s and early 1970s when disenchantment with the self-contained special class model was heightened by litigation, legislative mandates, and the efforts of advocacy groups. More recently, the Bureau of Education for the Handicapped has provided seed money through the Deans' Grants Projects ( cf. Grosenick & Reynolds, 1978) for colleges of education to revise their curricula to reduce the training discrepancy created by PL 94-142. Approximately 60 Deans' Grants Projects were funded in 1975 and nearly twice as many are operational today. The overall goal of these Projects is the reconceptualization of teacher education programs to meet the instructional demands of educating handicapped learners in less restrictive settings.Modifications in certification requirements also have been initiated in several statese.g., Georgia, Missouri, and Kansas. As a result, those seeking certification or certification renewal in these states are required to have had coursework in the general area of the education and psychology of exceptional children.Although certification adjustments and curricular revision in teacher education programs are needed and applauded, such a response will have only a limited impact on those responsible for implementing PL 94-142-i.e., personnel currently in the field. Given the

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Teaching and Advising Competencies of Special Education Professors

Cited by 5 publications

References 10 publications

The Evolution of a Non-Categorical Competency-Based Special Education Methods Course

The Evolution of a Non-Categorical Competency-Based Special Education Methods Course

A Competency-Based Student Teaching Supervision System

Action Versus Reaction: A Curriculum Development Approach to Inservice Education

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