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HIGHLY QUALIFIED SECONDARY SPECIAL EDUCATION CO-TEACHIER DEFINITIONS AMONG THE FIFTY STATES

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Date Issued:
2006
Abstract/Description:
Rationale for this research was based on recent legislative requirements that all teachers must meet the No Child Left Behind of 2001 and Individuals with Disabilities Improvement Act of 2004 highly qualified requirements by the end of the 2005-2006 school year. The purpose of the study was to determine the extent to which state Department of Education officials representing the 50 states addressed the issue of NCLB of 2001 highly qualified personnel provisions for secondary special education co-teachers. Information for this study was represented by online documents that were retrieved from DOE websites across the United States. Findings suggested that information provided in online documents from state DOE websites that represented the 50 states included a variety of options for special education co-teachers who were required to demonstrate core subject provisions. This study presented five themes regarding the definitions of special education co-teachers. Results in this study showed that depending upon the theme of co-teaching definition cited in online documents a range of six highly qualified options were provided. The information in this study was intended to describe current state policies and aid researchers in the review of the status of secondary special education co-teachers, analysis of current policies, and development on new policies.
Title: HIGHLY QUALIFIED SECONDARY SPECIAL EDUCATION CO-TEACHIER DEFINITIONS AMONG THE FIFTY STATES.
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Name(s): Sena, Leslie, Author
Hines, Rebecca , Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2006
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Rationale for this research was based on recent legislative requirements that all teachers must meet the No Child Left Behind of 2001 and Individuals with Disabilities Improvement Act of 2004 highly qualified requirements by the end of the 2005-2006 school year. The purpose of the study was to determine the extent to which state Department of Education officials representing the 50 states addressed the issue of NCLB of 2001 highly qualified personnel provisions for secondary special education co-teachers. Information for this study was represented by online documents that were retrieved from DOE websites across the United States. Findings suggested that information provided in online documents from state DOE websites that represented the 50 states included a variety of options for special education co-teachers who were required to demonstrate core subject provisions. This study presented five themes regarding the definitions of special education co-teachers. Results in this study showed that depending upon the theme of co-teaching definition cited in online documents a range of six highly qualified options were provided. The information in this study was intended to describe current state policies and aid researchers in the review of the status of secondary special education co-teachers, analysis of current policies, and development on new policies.
Identifier: CFE0001165 (IID), ucf:46876 (fedora)
Note(s): 2006-05-01
Ph.D.
Education, Department of Child, Family and Community Sciences
Doctorate
This record was generated from author submitted information.
Subject(s): Co-teach
No Child Left Behind
highly qualified
special education
secondary
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0001165
Restrictions on Access: public
Host Institution: UCF

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