Special education teachers

The purpose of this study was to assist in the program
evaluation process by comparing perceptions of Specific Learning
Disabilities teachers with Exceptional Education lead teachers
toward indicators of goal achievement. The procedures employed in the study involved a review of the
literature, and the design, field testing, and utilization of the
Goal Achievement Instrument. Data was obtained from the 111 teacher
questionnaires and the 111 questionnaires completed by lead teachers
who rated individual teacher performance of goal indicators. Analysis
of variance was utilized to determine whether there were differences
in ratings between the groups. A follow-up study was completed to
determine goal achievement indicators which might have been overlooked
in the goal achievement indicator development process. 1. There were significant differences in responses between
resource Specific Learning Disabilities teachers and lead teachers,
indicating that data from neither group should be used in isolation
to determine levels of goal achievement.
2. There were no significant differences between self-contained,
elementary, and secondary Specific Learning Disabilities teachers when
each group's ratings were compared to lead teacher ratings. This
indicated that either teachers or lead teachers could be used to
determine levels of goal achievement for these groups of teachers.
3. Teachers in all groups were achieving goals at a satisfactory
level, as perceived by teachers and by lead teachers.
4. Several additional items were developed and recommended for
inclusion to the Goal Achievement Instrument before use in the formal
program evaluation process. In-service programs for teachers, guidance committee activities,
strong financial support to the classes, and the positive attitude
of teachers may have been important factors in leading to the high
performance levels achieved by Specific Learning Disabilities teachers
in Brevard County, Florida.

Learning disability teachers in Broward County, Florida, were surveyed for the purposes of identifying competencies, actual practices and training needs of paraprofessionals. The survey was conducted in two phases. Phase One yielded information from which two competency lists were derived. The first list consisted of twenty-five essential competencies that a paraprofessional must demonstrate for minimum performance in the learning disability classroom. The second list consisted of 136 "preferred competencies," i.e., skills which learning disability teachers have identified as useful in the classroom, but not necessarily essential to paraprofessional performance. Phase Two yielded information from which was formulated two additional lists; the first composed of actual current practices of paraprofessionals in learning disability classrooms, and the second composed of possible current training needs. As a result of this study, information was compiled identifying (1) essential competencies, (2) preferred competencies, (3) actual competencies and (4) current training needs of paraprofessionals serving learning disability classes in Broward County, Florida. This information can be used as a guide for evaluation, needs assessment, job interviews and training of paraprofessionals. The study provided a basis from which the scope and sequence of a pre-service and inservice paraprofessional program could be constructed. The data suggest a possible three-level educational program for paraprofessionals. Level One: training in the essential competencies; Level Two: training in the preferred competencies; and Level Three: training in specialized areas. Thus, a generic core of competencies can be taught initially to all paraprofessionals simultaneously, gradually advancing to higher level skills and finally, providing the specialized training needed in specific areas of education.