Supporting special educators' sustained use of evidence-based practices (EBPs) is a priority for the field. In this study, the authors used multiple measures to evaluate the first graduated cohort from a university program 6 years after graduation with a master's degree with a specialization in autism, and at least 8 years working as…

Through a mixed-methods study, teacher educators investigated recent graduates' perceptions of their preparation program. Beginning special education teachers completed surveys and indicated (a) their level of preparation and confidence associated with 25 core competencies, (b) the most beneficial components of their preparation program, (c)…

As the field of special education (SE) examines issues related to supply and demand of SE teachers and faculty, an investigation of students currently enrolled in doctoral programs and doctoral graduates is an important perspective to consider. The results of two components of the "Special Education Faculty Needs Assessment" (SEFNA), focused on…

Follow up of special education teachers (N=27) graduating from a resource/consulting teacher program found that respondents (1) were very satisfied with their training in data-based instruction (DBI) skills, (2) found the skills useful in both direct teaching and consulting teaching, and (3) were promoting the use of DBI. (Author/DB)

The article reports the results of a seven-year followup study on employment of special education teachers and cites the kinds of teacher education program admission criteria (specifically, nonacademic aspects) that may relate to employment following graduation. (CL)

Analysis of responses of 55 graduates of a doctoral program in special education between 1975 and 1988 indicated that more postgraduation publication was reported by respondents who had published or presented a paper as students; were employed in academic or research positions; and had research apprenticeships. (DB)

Analysis of 188 returned questionnaires from graduates of doctoral special education programs from 1989 through 1991 found that 58% took jobs in institutions of higher education, though only 37% accepted positions as tenure-track faculty members. Career goals remained constant from program admission to graduation. (Author/DB)

Regular classroom teachers (N=212) who took a course on mainstreaming felt that learning and physically disabled students were easiest and behaviorally disordered students were hardest to mainstream; and that the course provided a useful knowledge base on mainstreaming and was more useful than inservice training and contact with other…

This study surveyed 146 recent graduates from special-education doctoral programs concerning the following: motivating factors for obtaining a doctoral degree, considerations when selecting initial careers, and the effects of marriage and family on those decisions. Salary, relocation factors, and prior career experiences strongly influenced…

This study examined perceptions of unified early childhood personnel preparation programs by 28 faculty members in such programs and by graduates (n=42) of unified, dual, or separate exceptional child education or exceptional child special education programs. Faculty stressed the importance of commitment and collaborative problem solving. The…

Graduates of seven teacher preparation programs, all combining early childhood and early childhood and early childhood special education programs were surveyed. Respondents reported greater perceived strengths in general early childhood and child development than in special education. Graduates desired more content and application in working with…

This paper describes the Early Childhood Intervention (ECI) graduate training program at Kent State University (Ohio). Description of courses and practicum activities for the competency-based program is followed by outcomes data regarding student satisfaction with the curriculum and their capacity for providing family-centered services. Evaluation…