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Bright Futures for Exceptional Learners
The Action Agenda 2000
We have come far with so many successes…...Now we must make certain that each and every exceptional learner has a Bright Future
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Presidential CommissionPresidential Commission
Identify barriers that obstruct high-quality special education
Develop action agenda for change
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Data CollectionData Collection Web Survey Focus Groups Literature Reviews Survey of SPED, GE, SPED
Admin., GE Admin., Parents
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Areas of StudyAreas of Study(Surveys)(Surveys)
Materials availability Physical facilities Case loads and class size Non-teaching activities Collegiality Job satisfaction Administrative, parental support Professional development
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Top ConcernsTop Concerns
Caseloads
Ambiguous/competing roles Planning time (individual and with others)
Paperwork Instructional time and materials Administrative support Teacher isolation
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Actual Caseloads
9
17
38
18
Resource/ConsultingTeachers
Self-ContainedTeachers
Colleagues Students
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While intensive individualized instruction has been the hallmark of special education, a majority of special education teachers now spend less than three hours per week in individual instruction with their students.
Almost one-third of all special educators report spending less than one hour per week on individual instruction.
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Special educators face ambiguous, conflicting, and fragmented expectations fromother educators, families, administrators, and the public
Ambiguous and Conflicting RolesAmbiguous and Conflicting Roles
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Students with the most intense needs can be successfully educated when teams of highly skilled educators plan, communicate, and collaborate to meet these needs. Yet, the majority of special educators report that they spend less than one hour per week actually collaborating with colleagues.
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Hours Per WeekHours Per WeekCollaborating with ColleaguesCollaborating with Colleagues
23%
39%
11%9%
4%6%
9%
None < 1 1-2 2-3 3-4 4-5 >5
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PaperworkPaperwork
The average length of the typical IEP is between 8 and 16 pages, with an estimated 4 hours of planning time before the meeting going into each IEP
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Almost two-thirds of special educators estimate they spend up to a day or more a week on paperwork and one-third report spending 1 or 2 days per week in IEP-related meetings.
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Special education teachers often do not have the instructional time to teach or materials they need.
Too often, the special education is still the last on the list for books, instructional materials, classroom space, and equipment.
Instructional Time & MaterialsInstructional Time & Materials
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Administrative SupportAdministrative Support
Data collected by the Commission is corroborated by other studies that have reported that administrators lack the knowledge, skills, and time to support special education services for students with exceptionalities.
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Teacher IsolationTeacher Isolation
Special educators need to be a part of at least two learning communities: one with their school-based general education colleagues and the other with their special education colleagues.
Instead, too often they feel isolated from both general teachers and from each other.
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Increasing DemandIncreasing Demand
The number of unqualified individuals teaching in special education continues to rise in the United States. In some urban and rural schools close to half of the teachers in special education are unqualified. Thousands of special education positions remain vacant while tens of thousands of children with exceptionalities receive services from teachers with too many students in their caseloads.
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Special Education Teachers NeededSpecial Education Teachers Needed
18,792
22,852
27,47426,798
29,77430,181
29,12129,511 29,570
28,038
27,124
33,894
32,933
34,807
83-84 84-85 85-86 86-87 87-88 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97
35,000
DOE, Reports to Congress
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Special educators leave the profession at almost twice the rate of their general education colleagues.
In fact, 4 out of every 10 entering special educators leave before their fifth year.
The data also tell us that inexperienced and unqualified special educators with lower levels of commitment to the field are the most likely to leave.
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Incompletely PreparedIncompletely Prepared
Many new general and special education teachers are finding that they have been “prepared” for jobs that no longer exist and that they are not equipped for the jobs they face.
Not infrequently, special education teacher preparation programs operate outside of national accreditation standards, and these programs face little in the way of consequences.
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DiversityDiversity
Our communities continue to grow in diversity
Special educators remain over 80% white & female
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Fragmented Licensing SystemsFragmented Licensing Systems
The requirements for licensure as a professional special educator vary from state to state and province to province.
Further complicating this are the disparate approaches to licensing.
As a result, a special education teacher may have a master's degree in special education and have multiple years of successful experience but be unable to teach in another locality.
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Action AgendaAction Agenda
Ultimately, the Action Agenda must achieve three outcomes.
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Bright FuturesBright Futures for Exceptional Learnersfor Exceptional Learners
High Quality
Teachers
Conditions
Interventions
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High Quality High Quality TeachersTeachers
Every student with exceptionalities receives individualized services and supports from caring and competent professional educators reflecting the diversity of our communities.
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High Quality High Quality ConditionsConditions
Every special and general educator has the teaching and learning conditions to practice effectively.
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High Quality High Quality InterventionsInterventions
Every educator establishes expectations for the use of effective and validated instructional practices.
Don DeshlerUniversity of Kansas
Center for Research on Learning
1122 West Campus Road #518
www.ku-crl.org
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