a multi-university consortium approach to teacher preparation university of florida &
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Severe Disabilities Licensure and Personnel Preparation in Florida: Contexts, Strategies, and Continuing Issues. A Multi-University Consortium Approach To Teacher Preparation University of Florida & U.S. Office of Special Education Projects. - PowerPoint PPT PresentationTRANSCRIPT
Severe Disabilities Licensure and Personnel Preparation in Florida:Contexts, Strategies, andContinuing Issues
A Multi-University Consortium ApproachTo Teacher Preparation
University of Florida &U.S. Office of Special Education Projects
CONTEXT: Teachers of Students with Severe Disabilities• 2003 – 98.6% of teachers serving
students with severe disabilities had NEITHER an endorsement in severe disabilities or college courses on related research-based practices
• 2003 – 48 teachers in the state with this endorsement
• 2009 – 148 teachers in the state with this endorsement (9%of students with disabilities)– Comparison – 317 teachers in
the state with the endorsement in ASD (4% of students with disabilities)
University of Florida &U.S. Office of Special Education Projects
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CONTEXT: Licensure
• Initial Special Education Certifications
• Endorsements– Autism Spectrum Disorders– Severe Disabilities
• Severe Cognitive Impairments• Deaf-Blindness• Autism Spectrum Disorders
– Pre-K Disabilities– Orientation & Mobility
• Disability Categories– EMH, TMH, PMH Intellectually
Disabled
University of Florida &U.S. Office of Special Education Projects
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CONTEXT: Licensure
• Initial Special Education Certifications
• Endorsements– Autism Spectrum Disorders– Severe Disabilities
• Severe Cognitive Impairments• Deaf-Blindness• Autism Spectrum Disorders
– Pre-K Disabilities– Orientation & Mobility
• Disability Categories– EMH, TMH, PMH Intellectually
Disabled
HQT in Severe Disabilities by 2011….
suspended indefinitely
University of Florida &U.S. Office of Special Education Projects
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CONTEXT: Teacher Preparation
Shift from categorical to non-categorical
Emphasis on high incidence disabilities
Limited, if any, state supported teacher preparation program in severe disabilities
University of Florida &U.S. Office of Special Education Projects
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University of Florida &U.S. Office of Special Education Projects
CONTEXT: Results of Licensure &Teacher Preparation Policies
1) General education teacher preparationA. Awareness level informationB. No information about students with severe disabilities
2) Unified Early Childhood teacher preparationA. One course related to students with severe disabilitiesB. Expectation to be part of collaborative team
3) Initial certifications for special education teachersA. No information about students with severe disabilitiesB. No experiences with students with severe disabilities
YET, they all serve students with severe disabilities.
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University of Florida &U.S. Office of Special Education Projects
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University of Florida &U.S. Office of Special Education Projects
Creating a NetworkAcross Florida
University of South Florida
University of Florida -
Gulf Coast
Florida State UniversityUniversity of
Florida
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University of Florida &U.S. Office of Special Education Projects
Multi-University Consortium
1) A collaborative multi-university network for courses in severe disabilities with local SCH
2) Access to research-based content from experts in severe disabilities for graduate students / teachers at 5 participating universities across the state
3) Four 3-hour content courses in severe disabilities; field experience
4) Course content based on endorsement requirements, research-based practices, and CEC and NCATE standards
5) Delivered via A. Interactive synchronous sessions using video-conferencing software
B. Web-based course management software to access course materials
C. A network of 3 faculty with severe disabilities expertise at 3 universities
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University of Florida &U.S. Office of Special Education Projects
Multi-University Consortium
Option of PDP collaboration (suspended with endorsement)
Option of district set of courses (suspended with endorsement)
Option of private university collaboration (suspended with endorsement)
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University of Florida &U.S. Office of Special Education Projects
Benefits and Outcomes
1) Access to course content for graduate students / teachers
2) Networking across universities, pooling of expertise
3) No cost to state; low cost from OSEP
4) And….
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1) Increased number of special education teachers with endorsement in severe disabilities
2) Increased expertise in schools for collaborative teams3) Increased opportunities for access to general education curriculum
and contexts4) Improved outcomes for students with severe disabilities
July, 2010 University of Florida &U.S. Office of Special Education Projects
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ISSUES: Recruitment
• Apparently devalued set of students (State, Districts, Universities)
– Students are served by special education teachers in-field (Percent of students with severe disabilities served by HQT in another area – e.g., high incidence)
– Processes for reporting student data “hides” these students
– Certification / endorsement policies
July, 2010 University of Florida &U.S. Office of Special Education Projects
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University of Florida &U.S. Office of Special Education Projects
ISSUES: Logistics
A. Differing certification requirements across states (e.g., # of credit hours; content)
B. Differing mechanisms across universities (e.g., SCH; infrastructure support; technology support)
C. Limited focus on the needs of students with severe disabilities within state or federally funded projects
D. Confusion about meeting the needs of students with severe disabilities versus certifying / endorsing teachers in disability categories
E. Lack of funding for faculty release to teach, technology support per site
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University of Florida &U.S. Office of Special Education Projects
ISSUES: Content / Expertise
A. Existing research in severe disabilities is ignored in new initiatives and is being “forgotten” over time
B. New research in severe disabilities is not being conducted due to lack of funding and federal focus ---- not embedded within large initiatives
i. PBS
ii. RTI
iii. Centers
iv. UCEDs
C. No nationally accepted indicators of research-based practices
D. Few new doctoral level experts being prepared
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Contact Information
Diane Ryndak, Ph.D.Principal Investigator(352) 273-4290Email: [email protected]
July, 2010 University of Florida &U.S. Office of Special Education Projects
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