IRPR2 Pre Survey
Cohort 1
Please complete the survey and submit it prior to June 12, 2009. Submit your responses to the survey only ONE time. If you have problems or concerns, email our doctoral assistant, April Bingham. Thank you!
Contact Information
Name:
April Bingham
Address:
3506 Sangren Hall Kalamazoo, MI 49008
Voice:
(269) 387-5935
Fax:
(269) 387-5703
Email:
binghaman@kalamazoo.k12.mi.us
1.
Demographics
[Top]
[Demographics]
[Competency Statements]
[Reflective Thinking]
[Submit]
Please respond to each of the eleven questions in this section.
1.1.
What is your name?
1.2.
What is your age range?
20-29
30-39
40-49
50-59
60 or older
1.3.
What is your gender?
Male
Female
1.4.
What is your primary race?
African-American
American-Indian
Asian/Pacific Islander
Caucasian
Hispanic
1.5.
Do you have a disability?
Yes
No
If yes, please identify the disability:
1.6.
Please identify the number of years you have taught in general education.
0
1
2
3
4 or more
1.7.
Please identify the number of years you have taught in special education.
0
1
2
3
4 or more
1.8.
Please identify the number of years you have taught on temporary, emergency or as a long term substitute.
0
1
2
3
4 or more
1.9.
Do you currently hold any special education teaching endorsements?
yes
no
If yes, please specify:
1.10.
Please identify the primary disability area of the students you teach.
LD
EI
MI
At-Risk
No Disabilites
1.11.
Please identify the age and grade level(s) of students you currently teach.
Not Applicable
1.12.
Please identify the type of service delivery you provide to students.
General Education
Consultation
Resource Room
Self Contained
Day Treatment
Residential
Alternative Educational Setting
2.
Program Competencies
[Top]
[Demographics]
[Competency Statements]
[Reflective Thinking]
[Submit]
Please respond to the following statements by selecting the appropriate response (1=inadequate and 5-very adequate) to the question: How do you perceive your ability to...
2.1.
demonstrate indepth knowledge of learning disabilities and emotional impairments.
inadequate
very adequate
1
2
3
4
5
2.2.
evaluate historical, psychological, sociological, legal, political, economic implications of special education service delivery models, intervention strategies, and teaching methods.
inadequate
very adequate
1
2
3
4
5
2.3.
apply various theories of teaching and learning to develop effective educational interventions for individuals with disabilites.
inadequate
very adequate
1
2
3
4
5
2.4.
discuss benefits and liabilities of various instructional and behavioral interventions in special education.
inadequate
very adequate
1
2
3
4
5
2.5.
demonstrate understanding of factors that impact learning among students with disabilites.
inadequate
very adequate
1
2
3
4
5
2.6.
participate in alternative instructional formats, such as co-teaching, distance education, and computer-based instruction.
inadequate
very adequate
1
2
3
4
5
2.7.
consider the impact of cultural and linguistic diversity when designing instruction.
inadequate
very adequate
1
2
3
4
5
2.8.
demonstrate ability to monitor student performance and make instructional decisions on the basis of performance data.
inadequate
very adequate
1
2
3
4
5
2.9.
demonstrate ability to monitor student performance and consider the impact of cultural and linguistic diversity when designing instruction.
inadequate
very adequate
2.10.
demonstrate in-depth knowledge of cultural perspectives influencing the relationship among families, schools, and communities related to effective instruction for individuals with exceptional learning needs.
inadequate
very adequate
2.11.
consider the variations in beliefs, traditions, and values across cultures within society and the effect of the relationship among child, family, and schooling.
inadequate
very adequate
1
2
3
4
5
2.12.
develop knowledge regarding the ethical concern related to assessment.
inadequate
very adequate
1
2
3
4
5
2.13.
demonstrate knowledge relating to the ethical considerations inherent in behavior management.
inadequate
very adequate
1
2
3
4
5
2.14.
develop strategies for preparing individuals to live harmoniously and productively in a multi-class, multiethnic, multi-cultural, and multinational world.
inadequate
very adequate
1
2
3
4
5
2.15.
demonstrate effective nonverbal, verbal, and written communication skills.
inadequate
very adequate
2.16.
identify and discuss various models of collaboration and consultation.
inadequate
very adequate
1
2
3
4
5
2.17.
apply theory and practice of transdisciplinary collaborative problem solving.
inadequate
very adequate
2.18.
describe models of collaborative teaching and link them to various classroom contexts.
inadequate
very adequate
1
2
3
4
5
2.19.
participate effectively on an intervention assistance team.
inadequate
very adequate
1
2
3
4
5
2.20.
conduct collaborative consultation in an educational setting.
inadequate
very adequate
1
2
3
4
5
2.21.
consider multicultural issues and their relationship to the processes of consultation and collaboration.
inadequate
very adequate
1
2
3
4
5
2.22.
identify and discuss the benefits of and obstacles to consultation and collaboration among educators.
inadequate
very adequate
1
2
3
4
5
2.23.
adhere to the Council for Exceptional Children's Code of Ethics and apply ethical principles in the resolution of professional problems.
inadequate
very adequate
1
2
3
4
5
2.24.
understand legal implications that impact educational consultation.
inadequate
very adequate
1
2
3
4
5
2.25.
interpret the roles played by various members of interagency collaborative efforts.
inadequate
very adequate
1
2
3
4
5
2.26.
create action plans to overcome obstacles that hinder transdisciplinary teaming efforts.
inadequate
very adequate
1
2
3
4
5
2.27.
critically analyze and summarize research literature on teaching and learning in special education.
inadequate
very adequate
1
2
3
4
5
2.28.
formulate research problem statements related to teaching and learning in special education.
inadequate
very adequate
1
2
3
4
5
2.29.
select the apporpriate type of research (experimental, descriptive, analytic, qualitative, etc.) to address specific questions in special education.
inadequate
very adequate
1
2
3
4
5
2.30.
design and conduct empirical research including identification of variables, selection and/or development of instruments, and selection of data analysis techniques.
inadequate
very adequate
1
2
3
4
5
2.31.
interpret results of published research and draw conclusions for teaching and learning in special education.
inadequate
very adequate
1
2
3
4
5
2.32.
demonstrate consideration of confounding variables and threats to validity when conducting research.
inadequate
very adequate
1
2
3
4
5
2.33.
analyze research data and construct tables and graphs to present results.
inadequate
very adequate
1
2
3
4
5
2.34.
use technology-based tools to collect data, analyze results, and disseminate research findings.
inadequate
very adequate
1
2
3
4
5
2.35.
evaluate the effects of instructional methods and programs in special education.
inadequate
very adequate
1
2
3
4
5
2.36.
prepare materials for submission to the Human Subjects Institutional Review Board.
inadequate
very adequate
1
2
3
4
5
2.37.
write grant proposals to support research, development, and/or training efforts.
inadequate
very adequate
1
2
3
4
5
2.38.
demonstrate proficient knowledge in problem identification and validation.
inadequate
very adequate
1
2
3
4
5
2.39.
develop skills in problem analysis including school and family links.
inadequate
very adequate
2.40.
implement the least intensive interventions consistent with the needs of the individual with exceptionalities.
inadequate
very adequate
1
2
3
4
5
2.41.
demonstrate procedures to increase individual's self-awareness, self-control, self-reliance, and self-esteem.
inadequate
very adequate
1
2
3
4
5
2.42.
identify realistic expectations for personal and social behavior in various settings.
inadequate
very adequate
1
2
3
4
5
2.43.
prepare individuals with exceptional learning needs to exhibit self-enhancing behavior in response to societal attitudes and actions.
inadequate
very adequate
1
2
3
4
5
2.44.
identify federal, state, and local human services policy domains, issues, and activities which affect students with disabilities.
inadequate
very adequate
1
2
3
4
5
2.45.
identify federal, state, and local policy which influences personnel standards and practices.
inadequate
very adequate
1
2
3
4
5
2.46.
compare and contrast disability policy in human service agencies.
inadequate
very adequate
1
2
3
4
5
2.47.
identify and define power structures in relevant bureaucracies.
inadequate
very adequate
1
2
3
4
5
2.48.
locate, evaluate, and use instructional software to support the education of students with disabilities.
inadequate
very adequate
1
2
3
4
5
2.49.
create instructional materials using technology-based tools.
inadequate
very adequate
1
2
3
4
5
2.50.
design, implement, and evaluate classroom management strategies for technology-using teachers.
inadequate
very adequate
1
2
3
4
5
2.51.
demonstrate knowledge of current laws and legislation affecting assistive technology service delivery in the state and nation.
inadequate
very adequate
1
2
3
4
5
2.52.
identify, describe, and use various assistive technologies to meet the needs of individuals with physical, sensory, and cognitive impairments.
inadequate
very adequate
1
2
3
4
5
2.53.
participate in multidisciplinary team assessments to assess for assistive technology.
inadequate
very adequate
2.54.
identify and access technology funding sources.
inadequate
very adequate
1
2
3
4
5
2.55.
identify and use various hardware and software tools to create multimedia applications.
inadequate
very adequate
1
2
3
4
5
2.56.
use a variety of instructional media to support teaching and learning.
inadequate
very adequate
1
2
3
4
5
2.57.
use Internet resources to support teaching and learning.
inadequate
very adequate
1
2
3
4
5
2.58.
evaluate the effectiveness of instructional and assistive technologies on teaching and learning.
inadequate
very adequate
1
2
3
4
5
2.59.
locate, critically analyze, and discuss current research on the effects of technology on student achievement, attitudes, and teaching in special education.
inadequate
very adequate
1
2
3
4
5
2.60.
locate, critically analyze, and discuss current research on technology integration, teacher training, and technology competency issues in special education.
inadequate
very adequate
1
2
3
4
5
3.
Reflective Thinking
[Top]
[Demographics]
[Competency Statements]
[Reflective Thinking]
[Submit]
Please respond to the following questions.
3.1.
What do you anticipate will be the benefits of a cohort model regarding your learning in this program?
3.2.
From this program, what do you anticipate will be the benefits of integrating technology into your K-12 teaching?
3.3.
Regarding the scheduling format of your coursework in IRPR (12 credits in eight weeks), what effect(s) do you expect this to have on your learning?
3.4.
Describe your instructional responsibilities as a teacher of students with disabilites. What skills do you need to provide effective instruction for students with disabilites throughout the teaching and learning process?
3.5.
How do you address the issue of diversity in your daily teaching?
3.6.
How do you think parents, educators, and other community members can communicate more effectively to promote successful educational experiences for students with disabilities?
3.7.
Describe some of the barriers that often surface when people gather to problem solve regarding students' academic, behavioral, or social needs?
3.8.
How do you bridge the gap between research and practice while plannning, instructing, and evaluating your teaching?
3.9.
How do you build a learning community that promotes responsible student behavior?
3.10.
Describe how today's political climate influences students with disabilites in school.
This survey was created using the
SurveySuite Survey Generation Tool
by
