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Teachers with Disabilities (March 2002)

How can I find information about teachers with disabilities?

"In spite of the Americans with Disabilities Act, according to the U.S. Census Bureau, less than 20% of qualified persons with disabilities are employed in their fields. Employment continues to be the area with the widest gulf between those who are disabled and those who are not. Forty-two percent of those who are disabled and unemployed believe that attitudinal barriers keep them from working. These disparities create unique challenges for teacher education programs striving to meet the spirit of the law and maintain the necessary standards for quality educators. The most significant barriers that preservice teachers with disabilities face are negative attitudes, accessibility issues, and employment opportunities." (From "Conversations with the Commissions: Negotiating the Tensions in the Preparation of Teachers with Disabilities," English Education, April 2001, online at http://www.ncte.org/inbox/pdfs/01082002/EE0333Conversations.pdf

Following are links to related Internet resources, as well as selected citations from the ERIC database and the search terms we used to find the citations.

You can search the ERIC database yourself on the Internet through either of the following web sites:

ERIC Citations

The full text of ERIC documents (for example, EDxxxxxx) is available:

  • In microfiche collections worldwide; to find your nearest ERIC Resource Collection, point your web browser to: http://ericae.net/derc.htm.
  • For a fee through the ERIC Document Reproduction Service (EDRS): http://edrs.com, service@edrs.com, or 1.800.443.ERIC. (no longer available)

The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:

ERIC Search Terms Used

teachers with disabilities

EJ621411 EC626659
Teachers with Learning Disabilities: A View from Both Sides of the Desk.
Ferri, Beth A.; Keefe, Charlotte Hendrick; Gregg, Noel
Journal of Learning Disabilities; v34 n1 p22-32 Jan-Feb 2001
ISSN: ISSN-0022-2194
Abstract: This qualitative multicase study explored the perceptions of three special education teachers of students with learning disabilities who had themselves received special education services for learning disabilities. Specifically, the study focused on how participants' past experiences with receiving special education influenced their current practices as special education teachers.
Descriptors: Case Studies; Elementary Secondary Education; *Learning Disabilities; Qualitative Research; Reflective Teaching; *Special Education Teachers; *Teacher Attitudes; *Teacher Background; *Teachers with Disabilities

ED439888 RC022360
Two Preservice Teachers with Special Needs and Their Rights: What If Their Teacher Education Experiences Had Gone Awry?
Harrison, Suzanne; Lemke, June Canty
Publication Date: 2000
Page: 7
Note: In: Capitalizing on Leadership in Rural Special Education: Making a Difference for Children and Families. Conference Proceedings (Alexandria, VA, March 16-18, 2000); see RC 022 337.
Abstract: Adaptations, accommodations, and creative use of alternative approaches can make a difference in the success or failure of many college students, particularly those with disabilities. Gonzaga University (Washington) has implemented a holistic admissions process that has resulted in higher completion rates and the recruitment of more students from underrepresented groups. A manual is given to preservice teachers advising them of their rights and responsibilities and informing them of the monitoring processes used. Faculty are notified each semester of accommodations that preservice teachers with disabilities need to be successful. The semester before student teaching, prospective candidates attend a meeting explaining application procedures and general information about the upcoming experience. Just prior to student teaching, an orientation meeting is held. During student teaching, a university supervisor assigned to each student teacher observes the preservice teacher and acts as a liaison between the school and university. Student teachers attend several seminars during student teaching. A remediation plan is developed for those who have difficulty, and if the student teacher cannot meet the competencies of the plan, the experience is terminated. Those students get a second chance the following semester. On completion of student teaching, a review board discusses the final evaluation and recommends teacher certification. The experiences of two preservice teachers with disabilities are described to show how extra care and attention to individual needs can foster success in situations that once were considered impossible or unrealistic.
Descriptors: *Academic Accommodations (Disabilities); Access to Education; College School Cooperation; Equal Education; Higher Education; *Preservice Teacher Education; Program Descriptions; *Student Experience; *Student Teachers; *Teacher Education Programs; *Teachers with Disabilities

EJ608024 EC624939
Deaf Teacher Candidates in Hearing Classrooms: A Unique Teacher Preparation Program.
Martin, David S.; Lytle, Richard R.
American Annals of the Deaf; v145 n1 p15-21 Mar 2000
Abstract: This article reviews current reforms in general and special education and describes a Gallaudet program that prepares undergraduates who are deaf or hard of hearing to meet the needs of students who are deaf. The program requires a full-time internship with hearing students and a master's degree in deaf education.
Descriptors: *Course Content; *Deafness; Educational Change; Higher Education; Inclusive Schools; *Preservice Teacher Education; *Teacher Education Programs; *Teachers with Disabilities

EJ611946 RC514123
Through the Spattered Windshield: A Visually Impaired Teacher's Internship.
Smith, Douglas James
Publication Date: 2000
Alberta Journal of Educational Research; v46 n2 p167-78 Sum 2000
Abstract: A visually impaired student teacher, her cooperating teachers, and college supervisor cooperated to make her internship successful. Adaptations included making early contact to enable adaptation of resources, focusing on capabilities rather than limitations of challenged interns, empowering interns to determine their own solutions to problems, modifying instructional methods to accommodate differences, and developing forthright communication.
Descriptors: *Academic Accommodations (Disabilities); Case Studies; Educational Cooperation; Equal Education; Foreign Countries; Higher Education; Media Adaptation; *Preservice Teacher Education; *Student Teachers; *Teachers with Disabilities; *Visual Impairments

EJ612975 EC625686
Student Perceptions and Instructional Effectiveness of Deaf and Hearing Teachers.
Roberson, J. Len; Serwatka, Thomas S.
Journal Citation:: American Annals of the Deaf; v145 n3 p256-62 Jul 2000
Abstract: A study examined the views of 61 secondary-level students with deafness and 29 students with hearing impairments on preferences for teachers with and without hearing. Both groups of students showed greater preference for teachers with deafness, with students with deafness showing greater preference for teachers with deafness.
Descriptors: Academic Achievement; *Deafness; Hearing Impairments; Secondary Education; *Student Attitudes; *Teacher Characteristics; Teacher Student Relationship; *Teachers with Disabilities

ED429770 RC021920
Assisting Preservice Teachers with Special Needs: Four True Stories.
Harrison, Suzanne; Lemke, June
Publication Date: 1999
Page: 7
Note: In: Rural Special Education for the New Millennium. Conference Proceedings of the American Council on Rural Special Education (ACRES) (19th, Albuquerque, New Mexico, March 25-27, 1999); see RC 021 888.
Abstract: Gonzaga University in Spokane, Washington, developed a preservice teacher education program that holistically assesses the skills of teacher candidates to better identify prospective teachers from underrepresented racial, ethnic, and disability-related groups. Careful attention is paid to the admissions process, and program applicants are assessed with regard to key program themes: reflective thinking, the idea that teaching is interpersonal and professional, the value of developing conflict resolution skills, and the value of multiple perspectives and ways of doing. Students who have self-disclosed their disabilities work with the disabilities services center, and faculty are notified of any students needing accommodations to be successful. Prior to student teaching, candidates must possess a minimum grade point average, acceptable standardized test scores, and three recommendations, and must attend a meeting explaining student teaching and the application process. Teacher education faculty review the skills and abilities of each student teacher candidate. Each student teacher is assigned a university supervisor who observes the student teacher and acts as a liaison between the school and university. A remediation plan is developed for student teachers who have difficulty, and the experience is terminated if competencies in the plan cannot be met. A second chance is given at another site the following semester. The experiences of four student teachers with disabilities are described to show how adaptations, accommodations, or simply a creative look at alternative approaches can create an environment for success.
Descriptors: Diversity (Student); Higher Education; Holistic Approach; Interpersonal Competence; *Preservice Teacher Education; Program Descriptions; *Special Education; Student Needs; *Student Teacher Evaluation; *Student Teachers; *Teacher Competencies; Teacher Education Programs; *Teachers With Disabilities

ED417166 SP037812
Accommodating the Disabilities of Future Teachers: Impact of Section 504 and the American Disabilities Act and the Legal Responsibilities for Teacher Education Programs and Policy Development.
Williams, Shirley J.
Publication Date: 1998
Note: 34p.; Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (50th, New Orleans, LA, February 26, 1998).
Abstract: As increasing numbers of students with disabilities enter the country's teacher education programs, violations of their civil rights are on the increase. The Rehabilitation Act of 1973 prohibits discrimination against individuals with disabilities at institutions which receive federal funds. Section 504 of the Act requires educational programs to remove barriers to the success of individuals with disabilities in higher education, and it defines who is protected. The Americans with Disabilities Act of 1990 (ADA) extends further coverage by prohibiting discrimination against qualified individuals with disabilities by public and private institutions. Students who have currently disabling conditions are entitled to receive academic adjustments and auxiliary aids and services. Universities require documentation of disabling conditions by appropriate specialists before providing special accommodations. Accommodations fall into the categories of classroom, lecture, examination, assignment, and administrative accommodations. Teacher education programs and partnering school districts must examine how various disabling conditions affect the requirements of the profession at both preservice and inservice levels. There needs to be a clear policy and a reasonable set of entrance competencies for these situations. A sample document for student notification of class requirements, accommodation needs, expected behaviors, and criminal records is included.
Descriptors: Civil Rights; *College Students; Disability Discrimination; Educational Policy; Elementary Secondary Education; *Equal Education; Higher Education; Learning Disabilities; *Legal Responsibility; Preservice Teacher Education; *Teachers with Disabilities

ED425600 EC306941
Why Hire Deaf Teachers?.
Andrews, Jean F.; Franklin, Thomas C.
Publication Date: 1997
Page: 47
Abstract: This paper reviews the role of deaf teachers in the education of deaf children and urges the hiring of such teachers, especially in Texas. Part 1 presents current data on deaf teachers in Texas and the nation, reviews the history of deaf teachers, considers the modern day preparation of deaf teachers and some court cases supporting deaf teachers under the Americans with Disabilities Act. It finds that barriers such as standardized testing, lack of support services, discrimination, and lack of awareness of deafness among principals in hiring positions are keeping deaf professionals out of schools. Part 2 discusses curriculum, staffing, and strategies that universities can use to train deaf teachers in schools and programs with deaf children. It emphasizes the need for additional deaf teachers and administrators as well as deaf professionals who represent ethnic minority groups and urges a curriculum containing courses on: deaf children with additional disabilities, legal issues and deafness, American Sign Language, multiculturalism, educational technology; and speech and audiology. In addition, practices and student backing should be included. Also important in such programs is deaf culture sensitivity and leadership training.
Descriptors: Civil Rights Legislation; *Deafness; Educational History; Elementary Secondary Education; Higher Education; Minority Group Teachers; Minority Groups; *Preservice Teacher Education; *Special Education Teachers; Teacher Education Curriculum; *Teacher Employment; Teacher Recruitment; Teacher Shortage; *Teachers with Disabilities

EJ587775 EC622505
Constructions of Educational Meaning in the Narratives of Four Deaf Women Teachers.
Compton, Mary V.
American Annals of the Deaf; v142 n5 p356-62 Dec 1997
Abstract: In this ethnographic study, narrative analysis was used to describe how four deaf women make sense of their lives as teachers. The women disclose their beliefs concerning teaching, their deafness, and their connection with the deaf community. The study notes the influence of the institutional cultures of both deaf and hearing communities and of the residential school for students with deafness.
Descriptors: Adults; Cultural Influences; *Deafness; Elementary Secondary Education; Ethnography; Females; Individual Development; *Personal Narratives; Qualitative Research; Reflective Teaching; Residential Schools; Self Evaluation (Individuals); *Special Education Teachers; Special Schools; *Teachers With Disabilities

ED401240 SP036954
Rights versus Responsibilities: Training Individuals with Learning Disabilities in the Teaching Profession.
Gilbert, Sharon L.; Steffey, Barbara J.
Publication Date: 1996
Note: 31p.; Paper presented at the Summer Workshop Meeting of the Association of Teacher Educators (Tarpon Springs, FL, August 1996).
Abstract: This paper reports on a survey concerning the essential functions of teaching and the rights of individuals with learning disabilities to become teachers. The major issues of the study were: (1) the essential functions of a teacher; (2) whether minimum competency is being tested for candidates seeking certification to teach; (3) whether accommodations should be provided on certification tests for teachers; and (4) if so, which accommodations should be provided for teachers with learning disabilities. The 127 respondents were primarily educators in rural and small cities in Illinois. Several conclusions were suggested by the data. First, members of the education community must establish the essential functions of teaching in order to set standards for competency in teaching, and be sure that the standards are followed. Second, teacher educators and administrators are unable to deny admission to teacher education programs to individuals who may not be entirely qualified to teach but "try hard," and it is difficult for them to admit that, in spite of their best efforts, they may not be able to help an individual become a competent teacher. Third, although the Americans with Disabilities Act is aimed at giving equal opportunity to individuals with disabilities, it does not support placing an unqualified individual with a learning disability in a classroom.
Descriptors: Admission Criteria; Elementary Secondary Education; *Equal Education; Equal Opportunities (Jobs); Higher Education; *Learning Disabilities; Preservice Teacher Education; Standards; Teacher Certification; *Teacher Competencies; *Teacher Qualifications; *Teachers with Disabilities; *Teaching (Occupation)

EJ533444 SP525548
Preparing Preservice Teachers with Disabilities for the Student Teaching Experience.
Knight, Diane; Wadsworth, Donna E.
Teacher Educator; v31 n4 p313-24 Spr 1996
Abstract: This article discusses issues resulting from the fact that a growing number of preservice teachers with disabilities are securing employment in regular elementary, middle, and secondary classrooms, offering strategies for preparing these individuals for the student teaching experience (preparation, orientation, and modification).
Descriptors: Cooperating Teachers; Elementary School Teachers; Higher Education; Mentors; *Preservice Teacher Education; Secondary School Teachers; *Student Teachers; *Student Teaching; *Teacher Role; *Teachers with Disabilities

ED396489 EC304869
Demands and Challenges of Being an Educator with a Disability.
Obiakor, Festus E.; And Others
Publication Date: 1995
Page: 32
Abstract: This paper discusses demands and challenges of being an educator with a disability and includes a review of the literature and an analysis of an interview with a leading educator with a disability. The paper opens with a discussion of the definitional issues and implications of the terms "handicap" and "disability." Literature on the role of the educator in today's society is reviewed, followed by a review of the challenges of being an educator with a disability. These challenges are organized around responses of a successful educator, Wendell J. Lewis, Section Administrator for the Disability Determination Services for the State of Kansas and an African-American with muscular dystrophy, to questions concerning the following themes: (1) family support; (2) least restrictive environment, integration, and inclusion; (3) lifespan challenges; (4) self-efficacy; and (5) federal legislation and advocacy. Ways to provide needed special resources or to restructure education positions are suggested.
Descriptors: *Adaptive Behavior (of Disabled); Adjustment (to Environment); Advocacy; *Disabilities; Elementary Secondary Education; Family Influence; Federal Legislation; Higher Education; Inclusive Schools; Interviews; Professional Occupations; Self Determination; Self Efficacy; Social Integration; Success; *Teacher Role; *Teachers with Disabilities

ED391727 SO025810
Team Teaching a Senior Seminar with a Faculty Member with(out) Disabilities.
Blaser, Arthur W.; Smoller, Fred
Publication Date: 1995
Note: 35p.; Paper presented at the Annual Meeting of the American Political Science Association (Chicago, IL, August 31-September 3, 1995). Illegible print in cartoons.
Abstract: This paper describes what occurred during a senior political science seminar when taught by two faculty members, one with and one without disabilities. Such team teaching in political science had not been done before. The study explored the issues raised during the instruction of the course when one instructor was in a wheelchair and had impaired speech and spoke with the aid of a computer. The study contended that the issues raised in the class should be relevant to everyone since many professors are perceived as having some unusual physical characteristic. The theme of the seminar was "Citizenship in the 21st Century." The evaluation of the class focused on the following: (1) in what ways was the class hindered or enhanced by the instructor's disability; (2) how can disability issues be incorporated into a political science senior seminar; and (3) how did instructor A and instructor B adapt to one another? Student interview questions, comments, and an evaluation for the seminar are included in an appendix.
Descriptors: *Assistive Devices (for Disabled); Communication Aids (for Disabled); Cooperative Planning; Higher Education; *Language Impairments; *Physical Disabilities; Political Science; Seminars; *Speech Impairments; *Teachers with Disabilities; *Team Teaching; Teamwork; Undergraduate Study

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