Thomas W. Sileo

Learning Journals, Self-Reflection, and University Students' Changing Perceptions

Abstract Reflection is critical to decision making that confronts educators on a daily basis and journal writing can be a powerful tool to enhance that reflection process. Therefore, we used journal writing as an instructional strategy with preservice and inservice, general and special education teachers, school counselors, and educational administrators enrolled in a university course regarding children and youth who are at-risk for educational failure. This article presents results of a qualitative research study which explored how journal writing as a reflective tool served to help university students think about and integrate experiences, encountered outside the classroom, with course content.

Creating Classroom Environments That Address the Linguistic and Cultural Backgrounds of Students with Disabilities An Asian Pacific American Perspective

Significant changes in the public school population throughout the United States are influenced by the increasing numbers of immigrants who enter the country annually. It is estimated that in the next 50 years the U.S. population will become exceedingly more ethnically diverse than it is at present. Immigrants from Asian and Pacific Rim countries are emigrating to the United States more rapidly than any other group. We discuss the impact of increased numbers of Asian and Pacific Islander students in the context of special education. In particular, we focus on the changing demographics of Asian Americans and Pacific Islanders in the overall U.S. population and on the importance of designing and delivering special education services that address their diverse cultural and linguistic characteristics, culturally and linguistically relevant instructional practices, and parental involvement.

Preparing Professionals for Partnerships with Parents of Students with Disabilities: Textbook Considerations regarding Cultural Diversity:

Strong bonds of family-school collaboration are critical to the academic and social development of students with disabilities, especially when parents and teachers differ in ethnic, racial, and cultural backgrounds. These linkages necessitate preparing educators to address the needs of diverse students and family members. We evaluated 10 textbooks, related to working with families of students with disabilities, that may be used in special education teacher preparation programs. The textbooks were appraised regarding cultural diversity content, vignettes and examples of diverse groups, and inclusion of cultural issues. We also assessed the textbooks qualitatively to identify the relationship of cultural diversity content to parental involvement. Results indicated variability concerning representation of diverse populations, cultural content, and discussion of diversity issues.

Fieldwork Requirements in Special Education Preparation: A National Study

National reports (e.g., A Nation at Risk) and legislation (e.g., No Child Left Behind) call for improved teacher preparation. One area of concern relates to inadequate preparation of teachers for the reality of the classroom. We were interested in determining the role of practicum experiences in special education teacher preparation. Surveys were mailed to randomly selected Institutions of Higher Education (IHEs). Faculty responded to questions regarding teacher candidate field experiences. Results indicated that in most cases, faculty and/or staff members in the special education unit are responsible for locating and assigning students to field placements. The most typical response to minimum qualifications for cooperating or mentoring teachers was an appropriate teaching license and at least 3 years of teaching experience. Most cooperating/mentoring teachers are paid an honorarium averaging

HIV Disease Implications for Special Educators

147. University faculty members supervise about 12 students each for fieldwork prior to student teaching. However, during student teaching, most supervisors are assigned approximately 7 students. The results of this study present a snapshot of current practice in fieldwork in special education preparation. Additional research is needed particularly to examine the role fieldwork plays in future teacher success.

The Alternative Basic Certification Program in Special Education: In Search of Quantity and Quality in Special Education

The Number of children and adolescents who have contracted the human immunodeficiency virus (HIV) infection has increased to alarming levels. this increase impacts current and future school personnel who work with students with disabilities. We address the implications of the HIV disease in the classroom from two perspectives. First, we discuss some of the issues that surround working with students who have HIV disease, such as creating a supportive school climate, ensuring confidentiality, and implementing hygienic safeguards in the school setting. second, we address curricular considerations related to teaching students with special needs about HIV prevention, including who should provide the instruction, implications for teacher preparation programs, and suggested format and content of HIV education.

Introduction to the Field of Exceptionalities: Do Textbooks Reflect Cultural Diversity?

Teacher shortages in special education generally result from variables (e.g., fewer teachers entering the field and others exiting due to personal and organizational factors, lack of administrative or other support, role ambiguity and role conflict) that may impact negatively on the provision of quality educational programs to students with disabilities. As a result, universities and state departments of education are joining forces to design and implement alternative teacher certification programs as an attempt to reverse the downturn in the availability of qualified special education teachers. In this article, we discuss the Alternative Basic Certification Program in Special Education (ABC-SE) offered by the Department of Special Education at the University of Hawaii at Manoa, in collaboration with the Hawaii Department of Education, including program characteristics, implementation, and aggregate outcomes for the years of operation.

The Content Mastery Program Facilitating Students' Transition into Inclusive Education Settings

We examined 14 introductory textbooks in exceptionalities and special education, published between 1992 and 1995, to determine the inclusion of 15 topics related to cultural diversity, specifically ethnic diversity. The topics were validated by experts in cultural diversity in the field of special education. The frequency of examples of various ethnic groups was also examined. Results indicated that the topics discussed most consistently across texts were bilingual, linguistic, and dialect issues and strategies; identification and assessment issues; over-representation of culturally diverse groups in special education; under-representation of culturally diverse groups in programs for students who are gifted; and the relationship of culture to societys definition of normal and deviant. The ethnic groups most frequently referenced were African Americans and Hispanics. Recommendations for the selection and application of current introductory textbooks are presented.

Ethical Issues in General and Special Education Teacher Preparation: An Interface with Rural Education

Describes a service delivery program that helps students with mild and moderate disabilities move into inclusive education programs

HIV/AIDS Prevention Education: Considerations for American Indian/Alaska Native Youth.

Teacher education may be the most important variable to ensure consideration of ethical issues in public schools. However, many teacher preparation programs may not equip teachers with the knowledge, skills, and dispositions to make moral judgments and decisions necessary to provide high quality education for all students. This article addresses ethical issues and practices that impact teacher education, their interface with rural education, and results of a national research study that assesses extent to which and how preservice teacher preparation programs attend to ethical issues. Survey results indicate that teaching about ethical and professional practices is important to teacher preparation, and yet, receives little emphasis in most programs. Key Words: Educational Equity, Ethics, Morality, Rural Education, Special Education, Teacher Preparation, and Values