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2000•Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional ChildrenRequires access

Professional Development for Administrators in Special Education: Evaluation of a Program for Underrepresented Personnel

Dianne S. Monteith

Open publisher page 29 citations

Abstract

The Special Education Training Program (SETP) offers training for school administrators, focusing on bridging the gap between theory and practical application of knowledge needed to design, develop, effectively implement, and supervise programs for students with special needs in the least restrictive environment. In addition to the ten-hour field experience that was part of each course, students participated in an on-site practicum which emphasized special education administrative duties at the district or school. Student responses to openended questions related to the professional development program were positive, and that organizational and motivational strategies incorporated in the program contributed to its success.

About this research paper

What this paper is about

The Special Education Training Program (SETP) offers training for school administrators, focusing on bridging the gap between theory and practical application of knowledge needed to design, develop, effectively implement, and supervise programs for students with special needs in the least restrictive environment. In addition to the ten-hour field experience that was part of each course, students participated in an on-site practicum which emphasized special education administrative duties at the district or school. Student responses to openended questions related to the professional development program were positive, and that organizational and motivational strategies incorporated in the program contributed to its success.

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OpenAlex reports 29 citations for this work. Citation counts describe recorded attention and do not establish research quality.

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Available abstract

The Special Education Training Program (SETP) offers training for school administrators, focusing on bridging the gap between theory and practical application of knowledge needed to design, develop, effectively implement, and supervise programs for students with special needs in the least restrictive environment. In addition to the ten-hour field experience that was part of each course, students participated in an on-site practicum which emphasized special education administrative duties at the district or school. Student responses to openended questions related to the professional development program were positive, and that organizational and motivational strategies incorporated in the program contributed to its success.

Key concepts: Practicum, Special education, Professional development, Mainstreaming, Medical education, Bridging (networking), Psychology, Program Design Language

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