Review of Understanding exceptional children and youth: An introduction to special education.

1979 ◽  
Vol 24 (10) ◽  
pp. 878-879
Author(s):  
DOUGLAS K. DETTERMAN
Keyword(s):  
Special Education ◽  
Children And Youth ◽  
Exceptional Children

Mainstreaming a Multicultural Concept into Special Education: Guidelines for Teacher Trainers

1982 ◽  
Vol 49 (3) ◽  
pp. 220-227 ◽  
Author(s):  
Fred Rodriguez
Keyword(s):  
Special Education ◽  
Teacher Educators ◽  
Language Instruction ◽  
Social Needs ◽  
Children And Youth ◽  
University Of Kansas ◽  
Special Education Services ◽  
Exceptional Children ◽  
Curriculum Changes ◽  
Teacher Training Programs

As trends and approaches to the delivery of special education services have developed, teacher training programs have responded with appropriate curriculum changes. For the most part, the emphasis has been on meeting the specific academic and social needs of students. The attention given to the multicultural needs of exceptional children and youth has, in general, been limited to placement considerations, assessment, or language instruction. Their multicultural needs have not received sufficient attention. The intent of this article is to provide teacher educators a resource for examining their curricula relative to preparing teachers to better meet the multicultural needs of exceptional children and youth. A University of Kansas project which analyzed, evaluated, and developed guidelines for special education departments is described.

“State standards and IEP goals. A lot of TPT products.” What Early Childhood Educators Report Using to Plan Mathematics Instruction

2020 ◽  
Author(s):  
Corey Peltier ◽  
Tiffany K Peltier ◽  
Taylor Werthen ◽  
Andy Heuer
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Special Education Teachers ◽  
Mathematics Instruction ◽  
State Standards ◽  
Early Childhood Educators ◽  
Future Research ◽  
Exceptional Children ◽  
What Works ◽  
What Works Clearinghouse

Access to high-quality resources is integral for educators to provide research-aligned mathematics instruction. Identifying the supplemental resources educators use to plan mathematics instruction can inform the ways researchers and organizations disseminate research-based practices. The goal of this study was to identify the frequency in which early childhood educators (i.e., pre-Kindergarten through third grade) reported using various resources to plan for mathematics instruction. Furthermore, we investigated whether differences were observed based on teacher factors (i.e., general or special education, route to certification, years of experience) and locale (i.e., rural, urban, suburban). We retained data from 917 teachers for data analysis. The three most frequently reported resources by educators were colleagues, Teachers Pay Teachers, and Google/Yahoo. The three least frequently reported resources were the typical outlets researchers use to reach teachers: What Works Clearinghouse, Teaching Exceptional Children, and Teaching Children Mathematics. General and special education teachers differed on their self-reported usage of five resources: colleagues, Google/Yahoo, teaching blogs, Teaching Exceptional Children, and the What Works Clearinghouse. Rural educators self-reported that they were less likely than suburban educators to use colleagues or specialists at the district to plan instruction. Implications for future research and practice are discussed.

Relationship of Scores on PPVT—R and WISC—R with Special Education Children and Youth

1986 ◽  
Vol 62 (2) ◽  
pp. 417-418 ◽  
Author(s):  
Ann C. Candler ◽  
Cleborne D. Maddux ◽  
Dee La Mont Johnson
Keyword(s):  
Special Education ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
Full Scale ◽  
Children And Youth ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intelligence Scale ◽  
Relationship Of

Comparisons of the Peabody Picture Vocabulary Test—Revised and the Wechsler Intelligence Scale for Children—Revised were made with 104 children diagnosed as learning disabled and mentally retarded. Significant but modest correlations were found between all but one of the WISC—R scaled scores (i.e., Coding) and PPVT—R standard scores, and between WISC—R IQs and PPVT—R standard scores. Significant differences were found among mean Verbal, Performance, and Full Scale IQs and mean PPVT—R standard scores. The PPVT—R standard scores underestimated WISC—R Verbal IQs by 7 points, WISC—R Performance IQs by 17 points, and WISC—R Full Scale IQs by 11 points.

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.

A State Department-University Approach in Providing Internship Experiences for Prospective Leadership Personnel in Special Education

1966 ◽  
Vol 32 (5) ◽  
pp. 305-312 ◽  
Author(s):  
Kenneth R. Blessing
Keyword(s):  
Special Education ◽  
School Systems ◽  
State University ◽  
Special Education Services ◽  
Exceptional Children ◽  
Local School ◽  
Directors Of Special Education ◽  
Course Work ◽  
State And Local ◽  
Administration And Supervision

The author depicts one cooperative state-university approach to implementing the federal directives -for preparing supervisors and directors of special education programs for exceptional children in state and local school systems. Internship experiences which are provided graduate students in the state's special education section, in the field, and in intermediate, county, and city school systems are outlined. The underlying theme is the need for sound theoretical and course work background in the administration and supervision of special education services, coupled with broad practical internship experiences in supervision and administration. Additional needs for the extensive consideration of issues and problems involved in special education programing are indicated.

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