Responses to EC 604 077 include "A Proposed Certification Model for Special Education" (Paul Sindelar et al.), "Categorical versus Noncategorical versus Cross-Categorical Teacher Certification in Special Education" (Ann Nevin), and "Do We Have to Choose Categorical versus Noncategorical?" (Judith Bondurant-Utz et…

This article reviews the history of traditional service delivery systems for students with visual handicaps, demonstrates the need for change, and defines and describes the structure of the consultative/collaborative teacher model. The model stresses shared communication and joint problem solving between teachers and vision specialists. (DB)

Discusses specific technological competencies needed by preschool teachers who work with young children with developmental disabilities. Notes that the competencies were selected based on their applicability to preservice preschool teachers and the duties they perform in the classroom. (RS)

Addresses the promises, practices, and pitfalls of distance education for training additional special-education teachers. A table summarizes current distance-learning practices broken down into use of either asynchronous technology or synchronous technology. Advantages (such as fewer teachers reaching more students and low cost instruction) and…

This editorial calls on professionals in the field of visual impairment to address issues related to the personnel shortage including: acting to prevent closure of professional training programs, recruitment efforts, and serving as mentors for beginning teachers and orientation/mobility specialists. (Contains four references.) (DB)

Questions and answers address: (1) connections between access of students with disabilities to the general curriculum and Universal design for Learning; (2) the changing role of the special educator; (3) differences between assistive technology and Universal Design for Learning; and (4) guidelines for increasing curricular accessibility. (DB)

The No Child Left Behind Act specifies schools' responsibilities for including special education students in their overall assessment programs. These students must be assessed under a standardized test that is used for all students within a district--a test that is designed to show whether a student is meeting that state's standards for learning.…

As a special educator, the author finds herself in an ever-increasing "Mad Hatter-March Hare" sort of existence. This is true on many special education fronts: in curriculum, in classroom settings, and in the shear complexity of professional conversations. A Tweedle Dum, Tweedle Dee "rigor" issue in her current world is the…

In this article, the author reflects upon her experiences when she was still a student. She recalls how she questioned why teachers were not accountable when they "crossed the line" (like coming to class late), while students were corrected or punished. She felt powerless. She did not reflect upon her high school educational experience until her…

Past inattention to teaching gifted students may in part be due to the problems of defining, identifying, and determining the characteristics of the gifted child. In this paper, gifted students may be defined as those whose reading achievement or reading potential is well above average. Standard measures of this achievement and potential coupled…

The projected severe shortage of teachers of visually-impaired learners necessitates the mobilization of educational leaders and parents to recruit undergraduate majors, examine the current selection standards, strengthen support of undergraduate training programs, garner financial support for undergraduate students, and market the profession to…

This study identifies special needs students, by category of definition, who were enrolled in vocational agriculture programs in Pennsylvania during the 1980-81 school year. It further identifies program-related problems encountered by vocational agriculture teachers and it provides teachers' perceived level of competence for teaching handicapped…

The article stresses that research has not been a highly valued activity in education; although research in special education is somewhat different from that in education, generally, it may still be viewed as a microcosm of the broader field. Special educators must be involved in research. (DB)

The development of teaching strategies, communication, and conferencing skills through microteaching and simulation are emphasized. Feedback is provided at several interaction points. The design for university training parallels the resource/consultant teacher program implemented in many schools. (Author)

Presented is a statement developed by the Illinois Council for Exceptional Children on how the special child will be affected by competency testing. Possible objections to minimum competency testing for the handicapped are discussed, as is the meaning of a high school diploma today. (KC)