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Direct linkWojcik, Andrew J.; Hicks, Michelle; Scott, LaRon A.; Thoma, Colleen A.; Bowman, Rachel W.; Frazier, Regina – Teacher Education and Special Education, 2023
We used 14 years of state licensure and classroom data from Virginia to follow 19,878 special education teachers (SETs) who completed either the alternative route (AR) internship or traditional programs. Findings reveal that a greater percentage of SETs of color participated in AR programs compared to traditional licensure programs, while a…
Descriptors: Special Education Teachers, Alternative Teacher Certification, Internship Programs, Teacher Certification
Plotner, Anthony J.; Mazzotti, Valerie L.; Rose, Chad A.; Carlson-Britting, Kinsey B. – Teacher Education and Special Education, 2016
Students with disabilities lag behind peers without disabilities in most postsecondary outcome areas such as employment, postsecondary education, and independent living. Numerous initiatives aimed at supporting students as they transition from school to adult life have received attention over the last few decades. These initiatives include those…
Descriptors: Disabilities, Individualized Transition Plans, Middle School Teachers, Secondary School Teachers
Peer reviewedSnell, Martha B.; Martin, Kerri; Orelove, Fred P. – Teacher Education and Special Education, 1997
Describes a personnel-preparation program for unendorsed teachers of students with severe disabilities in Virginia. The program was designed to be inexpensive, to allow supervised application of content schools, and to meet state endorsement requirements for teaching those with severe disabilities. Evaluation results indicate participants were…
Descriptors: Elementary Secondary Education, Higher Education, Inservice Teacher Education, Postsecondary Education
Peer reviewedKnott, Linda; Asselin, Susan B. – Teacher Education and Special Education, 1999
This study surveyed 214 secondary teachers of students with mild disabilities in Virginia concerning their perceptions of level of knowledge, involvement and importance of transition planning, and service-delivery activities. Findings suggest that teachers have gaps in knowledge and involvement in transition planning and service delivery.…
Descriptors: Delivery Systems, Education Work Relationship, Knowledge Level, Mild Disabilities
