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Purpose: Children with special educational needs and disabilities (SEND) are often excluded from physical education (PE). Opportunities exist to enhance the competence of trainee teachers, thus preparing them for the demands of inclusive PE (IPE). In this study, we examined the effect of IPE training workshops on trainee teachers' self-efficacy for including SEND children within PE. Method: Data was collection from 366 trainee teachers across 44 workshops (63% females; 57% primary-school trainees; age, 23 ± 5 y, mean ± standard deviation; age range 18-53 y). A pre-post design was used to assess the effect of the workshop and possible moderating factors. Data were analyzed using mixed modelling. Results: IPE training had a large beneficial effect on trainees' self-efficacy (1.61, ±0.21; standardized effect size, 99% confidence limits). Mixed modelling revealed substantial differences in the mean outcome between workshops. The standard deviation (SD) representing this variation between workshops was moderate-sized (SD = 0.30, ±0.30). We also found that trainees with an above average sense of self-efficacy at baseline (mean +1SD) were likely to benefit more. Workshop size (0.35, ±0.42) and trainees' perception of workshop quality (0.39, ±0.19) were substantial moderators of changes in self-efficacy. Other moderators with possible substantial effects were trainee specialization and completion of a school-based placement. Conclusion: This study supports the viability of embedding IPE within teacher training. Attention should be paid to trainees' starting points prior to scheduling training. The size of workshops and quality of delivery should also be considered when developing IPE competencies within trainees. [ABSTRACT FROM AUTHOR]

Teachers' beliefs are crucial to the success of inclusion programmes and reform efforts for children with special educational needs (SEN). Based on this evidence, one hundred and thirty-nine primary pre-service teachers from one training institution in the Netherlands completed an adapted version of a measure of beliefs towards inclusive education. In contrast to previous studies on pre-service teachers, results of this study showed participants held neutral or negative beliefs towards this matter. In addition, limited time for pupils received the highest rating as a barrier to inclusion, whereas direct teaching experience was the most preferred method of inclusion. The implications of this study for practice and indications for future research are discussed. [ABSTRACT FROM AUTHOR]

This study used a delayed multiple-baseline across-participants design to analyze the effects of coaching on special education teachers’ implementation of function-based interventions with students with severe disabilities. This study also examined the extent to which teachers could generalize function-based interventions to different situations. In addition, this study examined the effects of function-based interventions on students’ problem and replacement behaviors. After an initial training on functional behavior assessment and implementation of function-based interventions, the experimenter coached each teacher. Results indicated a functional relationship between coaching and an increase in teacher fidelity scores. Teachers generalized the strategies to other situations with the target students. Although some improvement in student behavior was noted upon teachers’ use of function-based interventions without coaching, this improvement was not consistent for all students and across the replacement behaviors. A functional relationship was found between accurate implementation of the function-based interventions and an increase in the students’ primary replacement behaviors. [ABSTRACT FROM AUTHOR]

The benefits of family involvement in the education of children with disabilities are well documented. Few teacher education programs, however, implement specific strategies for encouraging interactions between families and those preparing to be teachers. The University of South Florida St. Petersburg and the local membership of a professional association for persons with disabilities (i.e., Council for Exceptional Children) developed a summer community-based program involving preservice teachers. The Support Network for Kids in the Community (SUN) program required that the preservice teachers interact with children with various disabilities and their families in inclusion summer recreation activities as part of university coursework. The preservice teachers assisted the students at community sites, acted as mentors, provided assistance to the recreation leaders, and interacted with the families. The preservice teachers, as a result, were able to understand more fully the challenges faced by the children and their families. The SUN program development and coordination efforts required of the university and community partners are discussed as well as the positive and unique reflections reported by the preservice teachers. [ABSTRACT FROM AUTHOR]

Given the substantial increase in the numbers of students identified with an autism spectrum disorder, it is imperative that effective training for classroom teachers, administrators, and other support staff be undertaken to increase the capacity within schools to effectively educate these students. Although many professional development programs exist, the outcomes of these programs are seldom evaluated. This article discusses the benefits of using a logic model framework to develop and measure the outcomes of professional development programs. The article discusses two main types of goals that need to be developed and included in such evaluations: (a) knowledge, awareness, and perception goals and (b) action goals. This article presents detailed information about the use of logic models in training program evaluations and gives examples of how program elements can be planned, presented, and evaluated in light of the utility of logic models. [ABSTRACT FROM AUTHOR]

In this article, the authors report on an individualized professional learning activity, based on the principles described by Gersten and colleagues, implemented by two academics with three teachers without special education qualifications teaching students with severe and multiple disabilities. The professional learning consisted of consultation based around observation of classroom practice (live or by video recording) focusing on the use of strategies to increase the number of opportunities for communication offered to students. Analysis of video recordings of targeted activities over baseline and intervention sessions demonstrated an increase in the opportunities teachers offered, with larger effects in two of the classes. [ABSTRACT FROM AUTHOR]

The article focuses on the concerns towards the special education of exceptional children which notes on the services made by teachers and special educators who are expert in this field of specialization. It discusses the reasons for promoting and teaching academic content to students with serious disabilities as proposed by the experts which can increase the level of competence for educational advantages and opportunities for adult living and the positive results shown by students having such disabilities. It also mentions that the ultimate objective of such perspective is for students to become independent in the community they belong with.

The article discusses the social condition of the handicapped college students in Russia. It mentions that handicapped students require the creation and maintenance of a comfortable educational institution, development of social tolerance, and teachers who know about their psychophysical characteristics. The country has formulated four main directions for higher educations on teaching handicapped students including specialized institutions of higher learning, special divisions in higher educational institutions, and centers that train and prepare them for higher learning. It cites that comprehensive support more important than all of the various methods and developmental work, and acts as a special culture of support for the handicapped.

Researchers have conducted two prior longitudinal retrospective syntheses of the journal Teacher Education and Special Education. The present authors' approach is different; they analyze only the content published during their tenure as editors. They define big ideas that they believe are representative of what they published. They found that federal initiatives and personnel preparation (32%) and teacher beliefs and practices (24%) accounted for 56% of the articles published, followed by the other category (11%) and program descriptions and evaluations; recruitment, retention and attrition; collaboration; and technology applications (each less than 10%). They also find that quantitative research approaches (55%), qualitative designs (14%), and mixed-method (11%) designs are represented in the published articles. The authors reflect on these outcomes and offer a perspective on teacher education and special education. [ABSTRACT FROM AUTHOR]

The article presents a reprint of the 1964 article "Hail the Conquering Dolphin: Reflections on the Pre-Service Preparation of Special Class Teachers" by Burton Blatt. Blatt presents thoughts regarding training of special needs teachers. He considers research on intelligence of monkeys and dolphins and philosophical implications of their potential results. He considers dimensions which teachers possess including artist, scientist and technician and makes recommendations for teacher training.

Inclusive education is a transnational phenomenon and children with disabilities in many countries are routinely educated in the company of non-disable peers. Inclusive outcomes are more common when supported by national mandates, enriched resources and best-practice teacher training; and less common in locations where national mandates do not exist, resources are scarce, and teacher training is limited. Teachers in these settings often exert great effort, and accomplish much, on behalf of their students with disabilities. They do so despite serious economic and social challenges and limited access to best-practice training. E-learning offers considerable opportunities for these teachers and the children they serve. The following is a summation of research to identify and prioritize informational needs of teachers of children with disabilities in transnational settings. Outcomes will be used to prepare culturally accessible e-learning materials and minimize common ethnocentric limitations of online training for teachers in regions where comparable information is not readily available. "While there is no panacea for eliminating cultural misunderstanding, we can cultivate competence in order to communicate despite our differences." (Bennett & Salonen, 2007, p.48). [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the roles and responsibilities of itinerant adapted physical education (APE) teachers at urban public schools. A second purpose is to determine how they execute their roles and responsibilities. Participants include six women with experience as itinerant APE teachers from the same urban school district. The research method is exploratory multiple-case study. Data are collected from focused interviews and on-site observations. Constant comparative procedures are used for within-case and cross-case analyses. Several themes emerge from the data. These themes are (a) teaching as obligatory, (b) self-reliant, and (c) teaching effectiveness relative and contextually situated. Gaining a better understanding of the experiences of practicing APE teachers in urban public schools who teach a diversity of students is important to the preparation of future teachers. [ABSTRACT FROM AUTHOR]

The rural special educator can expect to face challenging student behaviors. Students' problem behaviors are a major roadblock to student learning. Social skills training (SST) has shown promise in reducing difficult behaviors. However, attempts to prepare teachers to use SST have had mixed results. SST requires time-intensive instruction and supervision. The article describes an online training package that can surmount these barriers. These components include asynchronous lectures, virtual office hours, video supervision, access to instructional videos, and ongoing assessment of learner progress. The program shows great promise for ongoing rural teacher preparation and in-service training. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The purpose of the study was to ascertain methods of identification used by teachers of the deaf and hard of hearing who were working with students with learning disabilities, the training these teachers had received, and the accommodations and modifications they had implemented for their students. A 10-item survey was designed to solicit opinions and implementation procedures. Surveys went to teachers in a four-state region of the Midwest; 91 responded. Teachers indicated the use of various criteria to identify deaf and hard of hearing students with learning disabilities, and indicted that they incorporated a variety of accommodations to meet these students' needs. The survey showed that 50% of respondents did not feel adequately prepared to teach deaf and hard of hearing students with learning disabilities. Teachers expressed a desire for more training in identification, assessment, and intervention. [ABSTRACT FROM AUTHOR]

The article presents a study on behavioral intervention in a student with a dual diagnosis of deafness and autism spectrum disorder/pervasive developmental disorder (ASD/PDD). The study was conducted to inform teachers of deaf or hard of hearing (HDD) students the significance of acquiring knowledge about practices connected with applied behavior analysis as a potent tool for interfering therapeutically with children having dual diagnoses of hearing loss with an additional ASD/PDD disability. The researchers suggested instructors of HDD to apply behavior intervention strategies for them to provide correct, research-based interventions.

ABSTRACT: This program evaluated the effectiveness of a sickle cell disease (SCD) education program for teachers of students with SCD in their classroom. Teachers with students in a remediation program for students participated in an educational program consisting of four domains: Inheritance and Prevalence, Common Complications, Strokes, and Individual Education Plans (IEP). A 30- to 45-minute presentation was given with a pretest and posttest. Eighty-one teachers who taught grades K-12 completed the program. Most teachers understood the complications of fever and pain, risks of strokes occurring at any age, and the purpose of IEPs. Overall the rate of correct answers increased from 72.5% to 83.1%, p = 0.0001. Teachers improved their understanding of heredity (32% vs. 66%, p = 0.0001), prevalence (81% vs. 94%, p = 0.039), silent stroke diagnosis (21% vs. 80%, p = 0.0001) and overt stroke therapy (40% vs. 75%, p = 0.0001). No significant impact on teacher knowledge occurred for the contents of IEPs (80% vs. 87%, p = 0.227). Teachers of students with SCD increased knowledge about SCD following the program. (J Sch Health. 2005;75(1): 11-14). [ABSTRACT FROM AUTHOR]

A pilot study was conducted to evaluate the effects of training teachers of children with autistic spectrum disorders (ASDs) in the use of the Picture Exchange Communication System (PECS). Thirty-four children with ASDs (29 boys and 5 girls) were selected from eight specialist schools. Teaching staff attended a 1 day PECS workshop and received six half-day visits from PECS consultants. Data on the children's use of PECS, spontaneous communication, and adaptive behavior were collected before the study and at set times following the workshop. Significant, rapid increases were recorded in the level of PECS attained by the children, in their PECS vocabulary, and in their frequency of PECS use over time. Improvements in children's general level of communication were slower to occur. The majority of participants showed improvements in their ability to use PECS. The results are discussed in relation to the methodological and practical difficulties that arose during the project. [ABSTRACT FROM AUTHOR]

Describes the need for a shift from a reliance on the workshop model of professional development to a more sophisticated and comprehensive plan that offers instructional personnel alternative forms of professional development based on the desired outcomes of learning and the complexity of the needed instructional innovation. Framework for designing effective professional development activities for personnel who support students with severe disabilities; Challenge of building capacity through professional development; Characteristics of professional development.

The interdisciplinary special education team approach has been criticized on the basis of its cost effectiveness and its effectiveness relative to other approaches. Greater commitment from those responsible for preservice education is commonly proposed as a way to reduce barriers to effective team operations. A survey was conducted nationally to obtain current information on the status of preservice team training. Of the 360 responding institutions, 48% did not offer team training. The majority of programs with team training infused the training components into existing courses/practica. Results also indicated that team training components followed closely the team operations found in school settings. Very little inservice team training is given by special education teacher trainers. Implications for teacher trainers and for their relationships to school districts are discussed. [ABSTRACT FROM AUTHOR]

The study reported here examined the utility of teacher certification as it relates to the reading achievement of mildly handicapped children. Specifically, this investigation analyzed the question of whether children identified as learning disabled (LD) and educable mentally retarded (EMR) make better academic progress when taught by teachers with certification specific to the student's disability. Results indicated that LD and EMR pupils, when taught by teachers with certification matching child label, did not make significantly greater gains than LD and EMR children instructed by teachers with licenses not matching pupil label. The data support a noncategorical service delivery model with implications for issues involving student identification and teacher training programs. [ABSTRACT FROM AUTHOR]

Special education teachers are routinely taught to collect and analyze student performance data. Data collection and analysis are assumed to be necessary for accurate analysis of three possible trends: (a) an upward trend (when performance trend (when performance worsens). Few studies have examined the accuracy of trend analysis when teachers simply observe consecutive training sessions, nor has there been sufficient comparison of the accuracy of trend analysis based on various forms of data (e.g., raw data vs. data in graphic form). The present study examined the effects of observation and various forms of data on teachers' ability to accurately analyze trends. A 2-factor experimental design was used with 4 groups of randomly assigned subjects. Subjects analyzed 15 samples of videotaped student performance. All subjects viewed the tapes with or without additional forms of data and made judgment regarding the trend of student performance following exposure to each sample. The data were analyzed using a two-way ANOVA. Both the main effect for form of data and the interaction between form of data and type of trends were statistically significant beyond the .01 level. All subjects were able to accurately analyze upward trends in performance, but data were required to accurately analyze level and downward trends. These results are interpreted as support for the practice of training teachers to collect and analyze student performance data. [ABSTRACT FROM AUTHOR]

Although inservice has been a component of teacher education for over a century, certain changes in the last decade, such as the advent of Public Law 94-142 (The Education for All Handicapped Children Act of 1975) and revisions in certification requirements, have increased the need for inservice. An effective inservice program: (a) identifies objectives, (b) selects qualified staff, (c) uses effective content delivery, (d) uses the appropriate level of intensity, and (e) evaluates inservice effectiveness. An example of an intensive inservice program that documented student progress illustrates the benefits of implementing a well-planned inservice program. [ABSTRACT FROM AUTHOR]

Due to recent litigation and legislation, there will bean influx of severely and profoundly handicapped individuals into community based public education programs. As a result, teachers who possess the knowledge and skill to foster the growth of these individuals will be needed. The onus of responsibility son the universities to prepare competent teachers. This article examines the basic components that will have to be integrated into the existing structures of teacher training programs to adequately prepare teachers of the severely and profoundly handicapped. [ABSTRACT FROM AUTHOR]

Describes the University of Kentucky's program in developmental and behavioral disorders which prepares prospective teachers to work with students who have moderate to severe developmental disabilities and severe behavioral disorders. Three major goals of the program; Organization of the program; Discussion on the program's emphasis on research skills.

Describes the University of Oregon model teacher preparation program which prepares teachers to work with students who have mild handicaps. Use of direct instruction in the program; Description of the core components of the program; Procedures used to teach the core components of the program; Role of the supervisor in teacher training.

Focuses on the full inclusion of children with disabilities into regular education programs including physical education, with requisite support resources, personnel, and curricula. Infusion models that provide systematic introduction of knowledge about individuals with disabilities; Fundamental changes required by the infusion approach; Need to evaluate, reconceptualize and modify all aspects of professional curricula.

The article presents some personal observations of the author on the future of professional group of workers and teachers of the handicapped in the U.S. Among his observations is that emphasis on methods and techniques in education is limited in the area of concern. Another observation reveals the possibility of the training for special education teachers to increase.

The article presents the results of a study which is aimed at formulating alternative techniques for in-service education of teachers of mentally retarded children in state institutions in the U.S. It was found that there was a discrepancy between the techniques used and those considered most effective in the state institutions. With deliberate interpretation of the findings, the researchers recommended the establishment of standards for certification of teachers and administrators.

This article discusses various issues related to the educational facilities available for the training of teachers of handicapped children in the United States. With the recognition of the needs of the handicapped children, insistence began to be exerted on the training of teachers who are efficient enough to cope with the special problems of the group. Yet, there is a dearth of teachers for exceptional children. But, despite of all odds including scattered and scanty teacher-training facilities the special-education movement has now come to be an integral part of the modern educational program.

The article discusses a study which seeks to develop the education of teachers for exceptional children that are enrolled in a regular classroom program in the U.S. The objective of the study is to know the qualifications of teachers who will deal with exceptional children. The study will explore the possibilities of teacher enrichment and curriculum change for institutions that instruct special education teachers. Moreover, it will examine the standards set by the state and local school systems for teachers of exceptional children and to get data concerning their strengths and weaknesses.

The article discusses the program outline to be used for teacher practicumers of the partially seeing children in the U.S. Practicumers should not be permitted to enroll in other courses that is not related to the field. Journals and other research materials related to the major areas of the practicum should be available for use. It is suggested that coordinators should have specialized training in curriculum management and in the aspect of handling the programs and the needs of the partially seeing individuals. The implication of the program is for colleges to use the program outline in order for practicumers to become effective teachers.

Examines how the blindness field can be more responsive to the needs of persons who are deaf-blind. Employing the tools particular to the needs of the blind along with the support of knowledgeable professional workers; Availability of resources to help professionals deal with the problems of deaf-blind individuals; Realization of higher quality of life and independence; Coping despite the lack of resources.

Examines how the blindness field can be more responsive to the needs of deaf-blind infants and preschoolers. Need for more teachers and related services personnel with specific expertise; Teachers equipped with specific knowledge of visual impairments and understanding of systematic instructions during critical situations; Coordinated team approach; Training professionals in a changing society.

The article provides information about the Council for Exceptional Children's (CEC) Division on Teacher Education in the U.S. The council's purpose was to enhance the profession through a focus on all areas of special education. It is currently involved in a host of professional activities including legislation pertinent to special education. Most members are involved in helping to revise the standards and program sequence for teacher education. Membership in the division is open to all member of the CEC.

The article discusses the need to establish effective programs for the education and development of special education teachers in the U.S. Many institutions of higher learning are offering particular courses and well-developed curriculum for teacher education. In response to the concern, the government plans to develop regional centers to train teachers in various aspects of the field. The program will offer maximum facilities as well as the employment of professional staff. It would insure that a moderate supply of adequately trained teachers with highly specialized skills would be produced for the benefit of the exceptional children.

The article reports on the coming Easter Seal sale which will be hosted by the National Society for the Crippled Children to help the physically disabled children in the U.S. The Society has been encouragingly sponsoring the said sale where it can acquire large funds for the welfare of some 350,000 crippled children and to provide them adequate support for their works. It has also held an annual ten-day training for the people who might want to work with and teach the physically handicapped.

In this article the author reflects on the work done at Peabody College at Vanderbilt University. The author states he had a revelation while clearing space for Deborah Hatton, a new colleague who will begin work in the Fall 2009 term. The author states that the cleaning process allowed her to recall the students and faculty of the school who have contributed to preparation programs in the field of visual impairment.

The article reports on the 5-day intensive Classroom Training Program offered by the Treatment and Education of Autistic and related Communication-handicapped Children (TEACCH) Division at University of Carolina in Chapel Hill, North Carolina. The training program, which allows for an extensive period of active learning with daily presentations and lectures covering autism and TEACCH method, offers participants a supervised, hand-on experience in a demonstration classroom setting. The program, available from July 9 to August 3, 2007, is specifically designed for teachers, psychologist, speech and language professional, clinicians, parents and others interested in working with students with autism.

Analyzes the objectives and content areas of knowledge included in competency testing programs within the specialized area of teaching the learning disabled. Comparisons across knowledge areas and among states; Similarity in what teachers of students with learning disabilities in different states are expected to know; Foundation for planning, implementing and evaluating training programs for all teachers.