Ronda Menlove

Effects of Peer Coaching on the Acquisition of Direct Instruction Skills by Low-Performing Preservice Teachers:

We examined the effects of peer coaching, a method of supervising preservice teacher trainees who were learning to deliver direct instruction procedures to small groups of elementary-age students with mild disabilities. Coaches helped five low-performing trainees acquire effective teaching behaviors by (a) evaluating videotapes of their teaching performance, (b) meeting individually with trainees to review videotapes, (c) helping trainees evaluate their own performance, (d) providing feedback on effective and ineffective behaviors, (e) setting objectives for improved performance, and (f) periodically grading performance. The effects of peer coaching were examined in a multiple baseline design across trainees. Results indicated that peer coaching increased the effective teaching behaviors of five trainees.

Why Special Educators Leave and Where They Go

With chronic and critical shortages of special education professionals evident throughout the United States, the issues of attrition and retention are on the forefront of analysis. Reasons why special education professionals in Utah left their positions were explored in a three-year study of special education attrition. The causes and patterns of attrition have been analyzed, giving valuable insight into how the loss of qualified special education professionals can be prevented. The most common reason for leaving listed by special education teachers and speech language pathologists was that they “moved out of state”. School psychologists reported “retirement” and “moved out of state” as their two most common reasons for leaving public school positions. The most common reasons for leaving listed by all special education professionals were “moved out of state”, “retired”, and “transferred to general education”. Moving and retiring are most likely not preventable, however, assisting special educators who move to obtain positions as they relocate may be an effective method of retaining them in the field of special education. Preventable attrition such as transferring to general education and changing school districts could be addressed by university faculty and school administrators to better understand why special educators transfer and what can be done to prevent the transfers. This understanding could lead to improved strategies to minimize attrition and promote retention of special education professionals.

Technology-MediatedConsultation to Assist Rural Students: A Case Study

Emerging videoconferencing technologies permit face to face communication in a virtual, real time manner so that educational expertise can be shared across geographical boundaries. Although demonstrations of successful use of videoconferencing to share expertise of teachers and related service personnel go back 20 years, the sustained use of technology for this purpose has yet to occur. This paper describes a case study in which consultation was delivered to a special education classroom in a remote region to help develop and implement the IEP for a young child with autism. While there was a clear benefit to the child in this case, collateral technological and programmatic challenges were never fully overcome, thus shortcutting the intended intervention. Issues that must be resolved for families and local education agency personnel to benefit from the expertise of consultants at a distance are discussed.

Preparing Rural Distance Education Preservice Special Educators to Succeed

A growing number of students living in rural communities access special education teacher preparation and professional development courses via technology-delivered distance education. Success in these courses depends on the effective use of technology to access information and course materials, complete and submit assignments, and communicate with instructors and classmates. To increase the likelihood that distance education students would have the needed technology skills to succeed as distance learners, program supports were implemented. Supports included a precourse distance learning workshop, on-line technology help files, and access to a technology assistant. Results indicated that student confidence improved in the use of technology skills addressed in the precourse workshop and practiced during the following semester.

Tips for Becoming a Rural Special Education Advocate

Special education has a long history of effective advocacy on the behalf of persons with disabilities and their families. In this article we describe our recent advocacy efforts as ACRES members on behalf of rural special education. In addition, we offer tips for others who want to be active in influencing policy and legislation through advocacy activities.

The USU Mild/Moderate Distance Degree and Licensure Program: Where We’ve Been and Where We’re Going

Providing access to quality special education teacher training programs for all qualified applicants is particularly pertinent in light of the national shortage of special education teachers. In addition, there are increasing numbers of students enrolling in Utah schools, and a percentage of that increased enrollment includes students with disabilities. The Mild/Moderate Distance Degree and Licensure Program at Utah State University began in 1995 to help address this shortage. Initially, the program was designed to recruit and prepare qualified mild/moderate special education teachers in one rural area of the state that includes two school districts. Over time, the program expanded to other areas of the state in an effort to provide accessibility to qualified individuals for whom financial and family obligations preclude their ability to enroll in and attend a traditional campus-based program. Currently, 108 individuals have graduated from the program and are employed in 27 Utah school districts. In this article, the authors discuss the development of the distance program over the past decade, what worked, and future directions in distance education delivery at Utah State University.