Affiliation:
1. University of Rhode Island
2. California State University at Northridge
3. Marathon Schools
4. Oswego City Schools
5. Romulus Central Schools
Abstract
As inclusion of students with disabilities in general education classrooms becomes more common, it is important for special education teachers to have the necessary skills and competencies to meet the needs of a heterogeneous group of students, some of whom may have severe disabilities. Given this need, it is imperative that institutions of higher education have faculty who can prepare future special educators to be successful in inclusive environments. The purpose of this study was to examine advertisements in The Chronicle of Higher Education to determine the demand for faculty positions from 1991 to 1997, particularly those related to severe disabilities, inclusive practices, and cross-categorical teacher preparation. Results indicated that for all years except 1997, 8%-10% of the job advertisements were for positions in severe disabilities. Position announcements that designated expertise in severe disabilities and used an inclusionary term (mainstreaming, integration, or inclusion) increased from 5% to 35% and then decreased to 20%. Position announcements for jobs other than in severe disabilities that also specified an inclusionary term increased from 8% to 22%.
Subject
General Social Sciences,General Health Professions
Cited by
3 articles.
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1. Market Demand for Special Education Faculty;Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children;2012-04-19
2. Challenges Facing Institutions of Higher Education Preparing Inclusive Educators;Journal of the Association for Persons with Severe Handicaps;2000-06
3. Reflections on the Five Papers from an Administrative Perspective;Journal of the Association for Persons with Severe Handicaps;2000-06