Education and Training in Developmental Disabilities - Division on ...

TABLE 2
Scholar Pretest
Directions: Rate yourself on each of the follow<strong>in</strong>g items from 1 (low) to 5 (high).
seemed <strong>in</strong> some cases <strong>in</strong>tensified, <strong>in</strong> challeng<strong>in</strong>g
students to participate actively <strong>in</strong>
their own learn<strong>in</strong>g, faculty hoped to stimulate
life-long learn<strong>in</strong>g.
Logistical Difficulties <strong>in</strong> Match<strong>in</strong>g Teacher-
C<strong>and</strong>idate Graduate Students with Families
Match<strong>in</strong>g teacher-c<strong>and</strong>idate graduate students
with families <strong>in</strong>volved several factors: a) time,
b) geography, <strong>and</strong> c) “goodness of fit” between
the personal characteristics of teacher-
Item Low High
1 2 3 4 5
1. Skill <strong>in</strong> manag<strong>in</strong>g positive environments for all students. 1 2 3 4 5
2. Knowledge of connections between prevent<strong>in</strong>g discipl<strong>in</strong>e problems <strong>and</strong>
curriculum, <strong>in</strong>struction, <strong>and</strong> management. 1 2 3 4 5
3. Knowledge of general <strong>in</strong>formation on disability, disability policy <strong>and</strong> laws relat<strong>in</strong>g
to special education. 1 2 3 4 5
4. Skill <strong>in</strong> prepar<strong>in</strong>g <strong>in</strong>struction to meet the needs of students with disabilities <strong>in</strong>
general education classrooms. 1 2 3 4 5
5. Knowledge about the structure of language <strong>and</strong> the process of acquir<strong>in</strong>g a second
language. 1 2 3 4 5
6. Knowledge of <strong>in</strong>structional <strong>and</strong> assessment practices for English Language
Learners (ELL). 1 2 3 4 5
7. Knowledge of cultural diversity, cultural awareness, <strong>and</strong> culturally responsive
school<strong>in</strong>g. 1 2 3 4 5
8. Knowledge of contemporary issues fac<strong>in</strong>g American <strong>Education</strong>. 1 2 3 4 5
9. Skill <strong>in</strong> diagnos<strong>in</strong>g <strong>and</strong> remediat<strong>in</strong>g read<strong>in</strong>g problems. 1 2 3 4 5
10. Knowledge of read<strong>in</strong>g <strong>in</strong>struction. 1 2 3 4 5
11. Knowledge of ethical <strong>and</strong> legal practices <strong>in</strong> special education. 1 2 3 4 5
12. Skill <strong>in</strong> apply<strong>in</strong>g the Family Systems Framework. 1 2 3 4 5
13. Knowledge of the essential components of an Individualized Transition Plan. 1 2 3 4 5
14. Knowledge of norm referenced, criterion referenced, <strong>and</strong> curriculum based
assessment. 1 2 3 4 5
15. Skill <strong>in</strong> <strong>in</strong>terpret<strong>in</strong>g student assessment data. 1 2 3 4 5
16. Skill <strong>in</strong> design<strong>in</strong>g <strong>in</strong>structional programs based on student assessment data. 1 2 3 4 5
17. Knowledge of <strong>in</strong>structional strategies for students with mild/moderate disabilities. 1 2 3 4 5
18. Knowledge of organization of classroom environments for students with mild/
moderate disabilities. 1 2 3 4 5
19. Knowledge of school collaboration activities. 1 2 3 4 5
20. Skill <strong>in</strong> conduct<strong>in</strong>g school-based collaboration activities. 1 2 3 4 5
21. Skill <strong>in</strong> us<strong>in</strong>g effective communication, <strong>in</strong>terpersonal, <strong>and</strong> problem solv<strong>in</strong>g skills. 1 2 3 4 5
22. Skill <strong>in</strong> search<strong>in</strong>g professional literature. 1 2 3 4 5
23. Skill <strong>in</strong> us<strong>in</strong>g Pivotal Response <strong>Tra<strong>in</strong><strong>in</strong>g</strong> (PRT). 1 2 3 4 5
24. Skill <strong>in</strong> design<strong>in</strong>g, implement<strong>in</strong>g, <strong>and</strong> <strong>in</strong>terpret<strong>in</strong>g action based research. 1 2 3 4 5
c<strong>and</strong>idate graduate students <strong>and</strong> the families
<strong>and</strong> their children with autism.
Time. The time available for teacher-c<strong>and</strong>idate
graduate students <strong>and</strong> children with
autism to work with one another was limited.
Graduate students had class beg<strong>in</strong>n<strong>in</strong>g at 4:10
p.m. four days/week. Children with autism
often had multiple appo<strong>in</strong>tments after school
(2:00 p.m. <strong>and</strong> later) several days/week with
speech therapists, occupational therapists, or
other therapists.
Geography. In addition, even though graduate
students <strong>and</strong> children with autism all
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