Students with low-incidence disabilities frequently receive less than optimal psychoeducational services because the specialized tests and instructional materials required to meet their idiosyncratic needs often are unavailable due to budget constraints, inadequate training of school personnel, and the difficulty school personnel have keeping…

Special education teachers and administrators from each of 17 small rural school districts (N=34) were interviewed on staff development needs. A lack of staff development activities was identified as a critical problem in such districts in New Mexico. Training in instructional technology was the most frequently mentioned inservice need. (Author/CL)

The components of the Comprehensive System of Personnel Development (CSPD) in special education are reviewed. CSPD structure is seen to include four aspects directly applicable to the provision of a free appropriate public education: needs assessment, inservice training, preservice training, and dissemination and adoption. (CL)

The manual is intended to aid programs funded by the Handicapped Children's Early Education Program (HCEEP) in designing and implementing staff development programs. Section I presents a working definition of staff development and outlines the preliminary steps necessary before a program is designed and administered. The section delineates the…

Four issues (1980/81) of Views, an early childhood special education newsletter published by Project Sunrise Outreach in Montana, are collected in the document. Each issue contains one or two feature articles, and sections on early childhood programs, news from the states (Montana, Wyoming, and Idaho), comments from colleagues, research summaries,…

A survey of 158 Pennsylvania elementary teachers who had experience including children with disabilities in general classrooms found that special and general educators reported similar levels of need for resources, but special educators reported greater availability of resources. A high percentage of respondents reported a need for training, and a…

This instructor's manual is designed to help in implementing a course for caregivers on individual planning for individuals with disabilities. Content notes and implementation notes for each section are provided, as are sheets for overhead projection, worksheets, and handouts. The course is organized into 19 sections to be administered in 8 hours…

Procedures for individualizing inservice for special education personnel are outlined and described. Six steps are pictured in a flow chart and detailed in the test (sample substeps in parentheses): establish organized management (establish agency goals, prepare explicit job descriptions of personnel responsibilities); prepare and administer staff…

The study surveyed local education agencies in Minnesota concerning staff development needs for personnel serving handicapped children. Questionnaires were developed for direct service providers as well as for program administrators. Data provided information on characteristics of direct service personnel (including position type, licensing, and…

The paper outlines a procedure of providing staff development designed to meet the needs of all educational personnel, including teachers, support personnel, administrators, and parents. The role of the Central Ohio Instructional Resource Center in staff development is examined, followed by a discussion of needs assessment methods (such as content…

A regional survey of 142 supported employment program managers and 519 direct service personnel found most of the personnel are female, young, highly educated, minimally paid, and with basic knowledge of supported employment philosophy, management, and implementation strategies. A need for technical assistance to refine skills was identified.…

Describes the steps that should be incorporated into planning for inservice efforts with teachers of handicapped students and presents several models for presenting inservice training for teachers and school support personnel. (LRA)

This study surveyed how respite care services functioned for Swedish families who have children with disabilities and compared the results with a previous study made 6 years earlier. The study was based on a questionnaire completed by 245 of Sweden's municipalities. The study examined the quantity and quality of the services and respondents' views…

Analysis of 202 questionnaires completed by childcare center personnel found 90 percent of respondents agreed with the concept of integration of young children with special needs and 76 percent thought integration was beneficial for typically developing children. Curriculum adaptations, classroom integration, and identification of developmental…

This final report describes Project I-TIP (Inservice Training for Infant Personnel), a 3-year project which developed and demonstrated a comprehensive model of inservice training for personnel serving children with handicaps (ages 0-5 years). Specifically the project provided training at 17 sites to over 900 individuals. Training protocols were…