Rogers' Diffusion of Innovation Used to Explore Special Education Administrators' Self-Reported Technology Skills and Attitudes Regarding Speech Language Pathology Telepractice

2021 ◽  
Author(s):  
Carolyn Wheeler Muller
Keyword(s):  
Special Education ◽  
Diffusion Of Innovation ◽  
Technology Skills ◽  
Special Education Administrators ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Education Administrators

Speech-Language Pathology in the Peace Corps: Necessity and Sustainability

2012 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Melissa A. Pierce
Keyword(s):  
United States ◽  
Special Education ◽  
Peace Corps ◽  
People With Disabilities ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Language Pathology

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

The Role of Council of Administrators of Special Education

1979 ◽  
Vol 46 (1) ◽  
pp. 42-48
Author(s):  
Jack Lamb ◽  
Leonard C. Burrello
Keyword(s):  
Special Education ◽  
Least Restrictive Environment ◽  
Special Education Administrators ◽  
Handicapped Children ◽  
Administrative Position ◽  
Delivery Of Services ◽  
Restrictive Environment ◽  
Education Administrators

This article describes the role of the Council of Administrators of Special Education (CASE) in their support of special education administrators in the context of the aftermath of P. L. 94-142. The forces and factors that are affecting the role incumbent in the special education administrative position are presented in ways in which CASE is attempting to serve its membership in a period of disequilibrium and change. The article is based upon both solicited and unsolicited comments from administrators from around the country. It highlights past and future activities that CASE is seeking to develop and implement in support of leadership persons in delivery of services of all handicapped children in the least restrictive environment.

Assessment in Special Education: Administrators’ Perspectives

Diagnostique ◽  
1984 ◽  
Vol 10 (1-4) ◽  
pp. 161-175
Author(s):  
Virginia L. Dixon ◽  
David E. Greenburg
Keyword(s):  
Special Education ◽  
Special Education Administrators ◽  
Education Administrators

A Statewide Survey of Special Education Administrators Regarding Mandated Prereferral Interventions

1992 ◽  
Vol 13 (4) ◽  
pp. 34-39 ◽  
Author(s):  
J. Ron Nelson ◽  
Deborah J. Smith ◽  
Lonnie Taylor ◽  
John M. Dodd ◽  
Ken Reavis
Keyword(s):  
Special Education ◽  
Special Education Administrators ◽  
Prereferral Interventions ◽  
Education Administrators

An American Professor in Armenia: Reflections on Special Education, Speech-Language Pathology, and University Teaching

2018 ◽  
Vol 40 (3) ◽  
pp. 156-166
Author(s):  
Kevin J. Miller
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Hard Of Hearing ◽  
University Teaching ◽  
Speech Language Pathology ◽  
Research Project ◽  
Current State ◽  
State Pedagogical ◽  
Language Pathology ◽  
Education Of Students

The author recounts his experience as a Fulbright U.S. Scholar in the Department of Special Education at Armenian State Pedagogical University in Yerevan during the fall of 2016. He describes the Fulbright U.S. Scholar Program, especially as it pertains to Armenia, and explores the current state of special education in Armenia, specifically inclusion and its impact on students, families, and faculty. The author describes courses he taught for students majoring in speech–language pathology or the education of students who are deaf or hard-of-hearing as well as guest lectures given in Yerevan and elsewhere in Armenia. In addition, he describes a research project he initiated at an elementary school in Yerevan. He concludes with insights gained from this experience.

Transition and other Services for Handicapped Students in Local Education Agencies

1989 ◽  
Vol 55 (4) ◽  
pp. 315-320 ◽  
Author(s):  
James S. Fairweather
Keyword(s):  
Special Education ◽  
Special Education Administrators ◽  
Vocational Programs ◽  
Employment Opportunities ◽  
Related Services ◽  
Adult Services ◽  
Local Education ◽  
Education Agencies ◽  
Education Administrators ◽  
Local Education Agencies

A survey was conducted among special education administrators in 1,450 local education agencies (LEAs) nationwide, to determine the availability of vocational programs and transition-oriented services for handicapped youth. Results showed that most LEAs offer at least some vocational programs; transition-oriented services are not as frequently available, particularly in smaller LEAs. In addition to size of LEA, community employment opportunities and the availability of adult services were related to whether an LEA offered any transition-related services.

Survey on Prereferral Practices: Responses from State Departments of Education

1989 ◽  
Vol 55 (4) ◽  
pp. 298-302 ◽  
Author(s):  
Jane Carter ◽  
George Sugai
Keyword(s):  
Special Education ◽  
District Of Columbia ◽  
Empirical Support ◽  
State Level ◽  
Special Education Administrators ◽  
Prereferral Intervention ◽  
Directors Of Special Education ◽  
Departments Of Education ◽  
State Directors ◽  
Education Administrators

A six-item survey was sent to state directors of special education (or their equivalent) in all 50 states and the District of Columbia. Items were developed to assess the type and level of prereferral intervention usage reported by state level special education administrators. Despite a lack of empirical support and a relatively inconclusive success rate, many state level administrators reported that they require or recommend the use of prereferral intervention strategies.

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