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• W9391024 abstract "This qualitative phenomenological study sought to understand how beginning special education teachers experience the relationship between their teacher training and their actual teaching practice. Effective and insufficient aspects of the teacher training programs of special education teachers were explored. Thirteen special education teachers across age and disability settings were interviewed to gather data regarding their thoughts on the overlap of their special education teacher training programs and their current job duties. The interviews were transcribed and coded. Using theoretical frameworks, the data were analyzed until themes became apparent. The findings indicated that some areas of their special education training were adequate while others were not. Interview participants discussed effective teacher preparation in the areas of classroom experience, behavioral interventions, and work experience and other training. Paperwork and legalities, academics and curriculum, scheduling, time management, and lack of experiences were areas that interview participants described as insufficient. Analysis of the data revealed the benefits of hands-on experiences as well as life experiences. The analysis also pointed to special education teacher job conditions that were less than ideal. Recommendations include colleges and universities including a legal and paperwork class, an “essentials” class to provide special education teachers with basic knowledge, as well as a mandatory checklist of tasks to complete while student teaching in classrooms. Other recommendations are directed toward policymakers. These include a change to special education license from grades K-12 certification to grades K-5 and grades 6-12 certification to allow special education teachers to be specialized in a certain age level as well as putting firm caps on special education teacher caseloads. PREPARATION OF SPECIAL EDUCATION TEACHERS iv This dissertation is dedicated to my grandmother, Antoinette Alfonso, who strongly believed in the gift of education for all. PREPARATION OF SPECIAL EDUCATION TEACHERS v ACKNOWLEDGEMENTS Completing this dissertation involved the work and support of many individuals. I want to thank my dissertation committee: Chair, Dr. John Holst, Dr. Tom Fish, and Dr. L. Lynn Stansberry-Brusnahan. Thank you for being excellent role models in the classroom and for pushing my thinking in the classroom as well as during this process. Your insight, questions, and comments were insightful, yet challenging causing me to be a better thinker and writer. To my husband, Lance: thank you for allowing me to be a student again. I know you made sacrifices that provided me with the opportunity to chase my dreams over the past several years. Thank you for the constant encouragement and help with brainstorming ideas when I was stuck. I realize you also picked up extra tasks around the house; they did not go unnoticed. To my parents, Al and Judy Grandt: thank you for instilling a love of education, specifically a love of a special education. You have taught me to believe that being an educator is the single most important job on earth. To my dissertation support friend, Aimee Pernsteiner: thank you for the positive emails and humor. I am lucky to have gone through this process with you. Lastly, I want to thank the members of Cohort 23. We are a special group, and I truly believe we stood out. It was fulfilling to be a part of a program with such caring, inspirational, human, and kind individuals. Each of you is a leader in your own way and each has taught me something throughout our time together. PREPARATION OF SPECIAL EDUCATION TEACHERS vi TABLE OF CONTENTS Abstract iii Dedication iv Acknowledgements v Table of" @default.
• W9391024 created "2016-06-24" @default.
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• W9391024 date "2013-01-01" @default.
• W9391024 modified "2023-09-25" @default.
• W9391024 title "The Tip of the Iceberg: The Preparation of Special Education Teachers." @default.
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