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Preparing Highly Qualified Personnel To Teach Students with Sensory Disabilities

Preparing Highly Qualified Personnel To Teach Students with Sensory Disabilities. (Multiple disabilities, 2.18%) Autism, 1.67% Orthopedic impairments, 1.26% Hearing impairments, 1.21%. Visual impairments, 0.44% Traumatic brain injury, 0.35% Deafblindness, 0.03% Developmental delay, 0.76%

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Preparing Highly Qualified Personnel To Teach Students with Sensory Disabilities

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  1. Preparing Highly Qualified Personnel To Teach Students with Sensory Disabilities

  2. (Multiple disabilities, 2.18%) Autism, 1.67% Orthopedic impairments, 1.26% Hearing impairments, 1.21% Visual impairments, 0.44% Traumatic brain injury, 0.35% Deafblindness, 0.03% Developmental delay, 0.76% 25th Annual Report to Congress (2005) Less than 2% of all children with disabilities, ages 6-21

  3. Multiple disabilities, 0.19% Autism, 0.15% Hearing impairments, 0.11% Orthopedic impairments, 0.11% Visual impairments, 0.04% Traumatic brain injury, 0.03% Deafblindness, 0.00% Developmental delay, 0.07% 25th Annual Report to Congress (2005) Less than one-fifth of 1% of the estimated resident school-age population

  4. What’s Different About the Preparation of Teachers of Students with Sensory Impairments??

  5. Teacher preparation involves: • Specialized skills (e.g., braille, orientation and mobility, ASL, knowledge of medical supports) • More credit hours (generally more than the Master’s degree’s 30 hours) • Extensive field work

  6. Teachers prepared fora variety of roles: • Itinerant • Resource room (usually found only in large cities) • Inclusive classes • Separate classes • Specialized schools

  7. Teachers prepared for a heterogeneous population: • Typical cognitive development • Total blindness to “near-normal” vision • Total deafness to hard of hearing • Multiple disabilities • “No two alike,” but • “More alike than different.”

  8. Teaching is different: • More than adjustments to the learning environment; • More than modifications of instructional methods; • More than adaptation of curricula; • More than use of positive behavioral supports and interventions; • More than accommodations . . .

  9. But, simply not enough of them . . .

  10. New Specialists Per State, 2003-04 • 4.0 Teachers of Students with VI • 2.6 O&M Instructors • .4 Dual-certified Teachers/O&M • .8 Deafblind Teachers

  11. Teacher Candidates

  12. HQT at Specialized Schools

  13. Underrepresentation?

  14. Together we can do more. Kay Alicyn Ferrell, Ph.D. Executive Director National Center on Low-Incidence Disabilities At the University of Northern Colorado Campus Box 146, Greeley, CO 80639 800-395-2693 www.NCLID.unco.edu

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