Responses of teachers of students with emotional disabilities to student needs and the implications of licensure training requirements

Cardinal Scholar

Show simple item record

dc.contributor.advisor Braaten, Sheldon en_US
dc.contributor.author Mahon, Tammy A. en_US
dc.coverage.spatial n-us-in en_US
dc.date.accessioned 2011-06-03T19:28:28Z
dc.date.available 2011-06-03T19:28:28Z
dc.date.created 2006 en_US
dc.date.issued 2006
dc.identifier LD2489.Z64 2006 .M34 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/177961
dc.description.abstract One result of the school reform movement has been changes in the teacher licensure programs. There has been a development of certain expectations in the quality of educators as well as in the educational services that are to be disseminated to students with special needs. Many states have restructured their licensure programs for special education teachers in order to adjust for the changing criteria for "high quality" teachers and to meet the demands due to shortages in the field and the current mandate for quality teachers. The state of Indiana changed its licensure requirements to incorporate a more generalist format. Categorical licenses, including ED have been discontinued in the area of special education. Teaching students with ED differs significantly than teaching other disability areas. This licensure change has resulted in fewer academic requirements in the area of ED. Therefore the new licensure format may result in less adequate preparation for future teachers to meet the diversity of needs experienced by this disability area. The level of training does effect the knowledge and skills teachers will have and their ability to provide appropriate services and placements for students with ED. Further, job stress for special education teachers of ED is a well documented role-related concern which has been linked to the levels of training and the intensity of student needs. The high attrition rate of special education teachers impacts the quality of services that students receive by limiting the growth in expertise that develops with experience. More appropriately trained teachers possess higher the quality of skills and knowledge which can be related to the quality of services provided to students and outcomes. The results of the study indicate that the more participants believed that their training was adequate, the more they were likely to believe that teaching students with ED requires a specific knowledge and skills and less likely to agree with IPSB's decision to eliminate skills associated with the categorical license program. This was a replication study and the findings supported the results of the earlier study completed by Braaten, Ulman, Merbler, and Polsgrove (2001). en_US
dc.description.sponsorship Department of Special Education
dc.format.extent iv, 103 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Problem children -- Education. en_US
dc.subject.lcsh Teachers of children with disabilities -- Licenses -- Indiana. en_US
dc.subject.lcsh Teachers of problem children -- Indiana -- Attitudes. en_US
dc.title Responses of teachers of students with emotional disabilities to student needs and the implications of licensure training requirements en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1344200 en_US


Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

  • Doctoral Dissertations [3121]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

Show simple item record

Search Cardinal Scholar


Browse

My Account