Identifying Competency Indicators of Teachers of the Severely Handicapped

Fredericks, H. D. Bud; Anderson, Roy N.; Baldwin, Victor L.

doi:10.1177/154079697900400107

Cited by 15 publications

(4 citation statements)

References 3 publications

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“…Special educators have advocated summer, or extended-year programs for students with severe handicaps, to reduce or eliminate the problem of summer forgetting. Fredericks et al (1978) found a positive relationship between amount of instructional time and achievement gains for students with severe handicaps. In a review of the literature on the efficacy of extended-year programs, Magliocca and Barker ( 1981) reported that the literature is replete with reports of summer programming for handicapped children, almost all indicating significant growth in one or another of the skill areas for different categories of handicapped conditions.…”

Section: Forgetting and Recoupmentmentioning

confidence: 85%

Improving the Learning of Mathematics in our Schools

Capps¹,

Cox²

1991

Exceptional

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In the view of many Americans, our schools have failed to produce literate graduates. Although some people always have held this view, the launching of Sputnik in 1957 gave it national and international exposure. From that time forward the "failings" of our schools repeatedly have been the subject of media attention. These failings include failing to teach respect; graduating students who cannot read, write, or spell adequately; producing students who are not literate in geography, history, the sciences, or mathematics; and the list continues.This discussion concentrates on the area of mathematics. Internationally our students are ranked near the bottom in comparative studies of mathematics achievement. The business community finds this appalling and demands a workforce that is better educated, possesses greater skill in mathematics, is more familiar with the technology necessary to conduct business_ and to communicate in today's world, and, above all, has "common sense" in making decisions. There is increasing concern that America is relinquishing its role as a leader in technological advancement. As a consequence, the schools are experiencing increasing pressure to solve these problems.The discussion here examines one aspect of a potential solution to the problem of poor mathematics achievement. We focus on specific research findings in the area of forgetting, and examine the implications for year-round schooling. The implications, of course, go far beyond the mathematics curriculum.

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Section: Forgetting and Recoupmentmentioning

confidence: 85%

Improving the Learning of Mathematics in our Schools

Capps¹,

Cox²

1991

Exceptional

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“…Fredericks et al (1979) found gains by severely handicapped students were related to percentage of task analyses conducted and the amount of time spent teaching. Koegel et al (1977) found the ability to use appropriate behavior management techniques was important and, more specifically, Katz et al (1977) reported the importance of teachers using successive approximation techniques.…”

Section: The Competenciesmentioning

confidence: 90%

“…Nearly all of the statements were made in reference to teachers of the &dquo;severely and profoundly&dquo; handicapped. Exceptions were writings that referred to the &dquo;severely handicapped&dquo;(Brown et al, 1979;Fredericks, Anderson, & Baldwin, 1979; Johnson, Flanagan, Burge, Kauffman-Debriere, & Spellman, 1980; …”

mentioning

confidence: 97%

Competencies for Teachers of the Severely and Profoundly Handicapped

Whitten

Westling

1985

Teacher Education and Special Education: The Journal of the Tea

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The purpose of this review was to identify competency statements specified in the professional literature for teachers of severely and profoundly handicapped students. Computer searches and hand searches of the literature of the past 10 years were undertaken. As a result, 59 competency statements were found. These competencies fell into nine categories: general knowledge, planning, assessment, curriculum, behavior management, instruction, physical/ medical, other personnel, and parents. An overwhelming majority of the statements were found to be based on opinion or opinion with limited substantiation. Implications for further work in this area are discussed.In the past few years much emphasis has been placed on the development of competencies for those who teach severely and profoundly handicapped (S/PH) students. Sontag, Burke, and York (1973) hypothesized that there is an inverse relationship between the developmental level of the students and the specificity of competence needed by the teacher. Accepting their position would require preservice and inservice training efforts of unusual breadth and depth to prepare teachers for their sundry instructional and related tasks. An initial step in the direction of comprehensive training is to establish an extensive listing of important competencies; such is the purpose of this article. An attempt was made to synthesize and provide a listing of pertinent competencies for teachers of S/PH students based on writings of the past few years.A secondary purpose of the paper is to report the data base or level of empirical validity of the competencies. In searching the literature for reports on competencies of teachers of S/PH students, variation was found in the writers' justification, expressed or implied, for suggesting that a particular competency or competency area was necessary. Four levels of validity were found. These were: o

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“…Similar classroom instructional variables influence the acquisition of preacademic, language, motor, and self-help skills of severely handicapped children (Fredericks et al, 1979;Fredericks et al, 1982). Assuming that a similar relationship exists between instructional variables and acquisition of social skills-an unproven but testable hypothesis in itself-an implication drawn from academic instructional research is that teachers should schedule a substantial period of time for social skills instruction, plan specific activities (with measurable objectives), and provide a large number of opportunities for children to engage in social responses (or initiations).…”

Section: Scheduling Social Skills Instructionmentioning

confidence: 97%

Classroom-based Social Skills Instruction for Severely Handicapped Preschool Children

Odom¹,

Strain

1984

Topics in Early Childhood Special Education

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Social skills instruction has been a neglected aspect of educational programs for young severely handicapped children. This paper offers suggestions, drawn from a variety of research literatures, for building classroom-based social skills instructional programs. Important features of classroom programming included allotting a specific portion of the class schedule but also providing opportunities for generalization across the day. The differential effectiveness of play activities and materials for supporting social skill instruction are noted, and a post hoc analysis of a peer-mediated intervention that demonstrated treatment by activity effects is briefly described. A number of potential intructional target behaviors are identified and two forms of classroom instruction for promoting social skills are described. The advantages of using peers as instructional agents are highlighted and the importance of access to socially responsive, nonhandicapped peers for facilitating generalization of social skills for severely handicapped children is emphasized.At the beginning of this decade, Fredericks presented an important study (Fredericks, Moore, &c Baldwin, 1982) that examined the longterm effects of preschool special education for moderately and severely mentally retarded children. After three, four, and five years in the public school system, children who had been enrolled in preschools for two years performed significantly higher on measures of language, academic, self-help, and motor skills than children who had received TECSE 4(3), 97-116 (1984)

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Identifying Competency Indicators of Teachers of the Severely Handicapped

Cited by 15 publications

References 3 publications

Improving the Learning of Mathematics in our Schools

Improving the Learning of Mathematics in our Schools

Competencies for Teachers of the Severely and Profoundly Handicapped

Classroom-based Social Skills Instruction for Severely Handicapped Preschool Children

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