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Direct linkBertuccio, Rebecca F.; Runion, Megan C.; Culler, Erica D.; Moeller, Jeremy D.; Hall, Cristin M. – Teacher Education and Special Education, 2019
Most students with autism engage in the general education (GE) setting for a majority of the school day. Though there are standards to identify the expectations for educating students with autism in the inclusive classroom, GE teachers and paraeducators report limited knowledge and self-efficacy in supporting students with autism, and both…
Descriptors: Autism, Pervasive Developmental Disorders, Students with Disabilities, Self Efficacy
Scheeler, Mary Catherine; Morano, Stephanie; Lee, David L. – Teacher Education and Special Education, 2018
In today's autistic-support classrooms, paraeducators are tasked with working with our neediest students yet report that they are unprepared for their roles despite attempts at training. The special education teachers who are tasked with coaching and supervising several paraeducators at a time in their classrooms report that they too are…
Descriptors: Autism, Feedback (Response), Educational Technology, Assistive Technology
Douglas, Sarah N.; Chapin, Shelley E.; Nolan, James F. – Teacher Education and Special Education, 2016
In recent years, there has been an increase in paraeducator supports, in large part because students with low incidence disabilities are being included more frequently in general education settings. As a result, special education teachers have been given additional supervisory responsibilities related to directing the work of paraeducators in…
Descriptors: Paraprofessional School Personnel, Special Education Teachers, Special Education, Cooperation
Zirkel, Perry A. – Teacher Education and Special Education, 2015
Intended as professional development for both new and experienced special educators, this article provides both the basic requirements and nuanced issues for foundational, successive, and overlapping key components under the Individuals With Disabilities Education Act (IDEA): (a) child find, (b) eligibility, and (c) free appropriate public…
Descriptors: Federal Legislation, Educational Legislation, Disabilities, Equal Education
Harvey, Michael W.; Yssel, Nina; Jones, Ruth E. – Teacher Education and Special Education, 2015
In this study, the authors represent an exploratory investigation of current preparation of preservice teachers related to response to intervention (RTI) in institutions of higher education (IHEs) in the Office of Special Education Program (OSEP) Regional Resource and Federal Centers (RRFCs) North Central Region and Pennsylvania. In this study,…
Descriptors: Response to Intervention, Preservice Teacher Education, Higher Education, Investigations
Peer reviewedTawney, James W.; DeHaas-Warner, Sarah – Teacher Education and Special Education, 1993
The imminent problem of a potential national shortage of special education faculty, as current faculty reach retirement age, was investigated through determining the retirement plans of 24 faculty, aged 55 or older, in special education departments at Pennsylvania institutions of higher education. A national registry of doctoral level special…
Descriptors: Aging in Academia, College Faculty, Disabilities, Doctoral Degrees
Peer reviewedFiorelli, Joseph S.; And Others – Teacher Education and Special Education, 1982
A survey was conducted of accredited colleges and universities in Pennsylvania to investigate knowledge of alternative community living arrangement (ALA) services for developmental disabled persons. Most existing programs in training ALA personnel were offered by small colleges located outside the two large metropolitan centers in Pennsylvania…
Descriptors: Developmental Disabilities, Institutes (Training Programs), Professional Education, Residential Programs
