Supervision is an essential part of doctoral study, consisting of relationship and process aspects, underpinned by a range of values. To date there has been limited research specifically about disabled doctoral students' experiences of supervision. This paper draws on qualitative, narrative interviews about doctoral supervision with disabled…

Practica, internships, and mentorships are vital for the development of capable and productive graduates of preprofessional academic programs, including sports management and sports administration programs. College students with disabilities, including those in sports management and sports administration programs, who are preparing to enter their…

Results showed that a treatment procedure involving a valuative feedback led to improvements in supervisors' rates of making relevant comments during therapists' evaluations and increased usage and accuracy of technical terms. (Author/CL)

Beginning educators who have disabilities may have additional challenges to face besides those commonly experienced by new teachers, challenges that are then extended to mentoring programs provided to support them. Are initial difficulties the result of their novice situation, their disabilities, or a combination of the two? What kinds of…

Suggestions are presented to help special education teachers develop effective techniques for supervising paraprofessionals. Practices which can be used to make the supervision process more systematic and effective include: orientation to the classroom, and gradual introduction of duties; paraprofessional skill development; use of detailed lesson…

The first part of the handbook describes the Special Education Supervisors Training Project (SESTP) designed to train 15 special education supervisors each year through a systems approach emphasizing coordination of regular and special education practices and procedures. Specific requirements for Illinois supervisory endorsement in special…

This article presents a focused and detailed method for providing meaningful supervision to program administrators of early intervention programs. The Monthly Report and Quality Program Indicators provide anecdotal and statistical information about employee concerns, facility management, curriculum implementation, inservice development, community…

A study involving 92 administrators, 266 teachers, and 211 paraprofessionals identified competencies needed by teachers to supervise or direct the work of paraprofessionals in educational settings. Results indicate participants considered the competencies very important but the competencies were not observed as frequently as their perceived…

This research study sought to contribute to the development of validated criteria for evaluating supervisory performance in the area of rehabilitation counseling. First, it analyzed the relationship between rehabilitation counselor ratings of their supervisors' leadership behaviors and performance outcomes of these same counselors. Second, it…

A survey of 212 Wisconsin special educators found the majority were expected to supervise paraeducators but had no preservice education or inservice from their school system. Ninety percent felt teacher-educator institutions should educate preservice educators and indicated topics that should be covered. Respondents' challenges to working with…

This newsletter theme issue focuses on the value of supervision in developing personnel in programs for infants with disabilities and their families. The first article, titled "Learning through Supervision and Mentorship To Support the Development of Infants, Toddlers and Their Families" (Emily Fenichel), is an essay explaining the thinking of the…

Preschool programs for children with and without disabilities housed in public school settings have increased dramatically over the last decade. This study examined the perspectives of preschool teachers about who provides instructional supervision for their preschool programs and the behaviors these individuals use to influence their…

This report provides an overview of selected state initiatives related to the training and supervision of paraeducators serving students with disabilities. The five states highlighted in the document were selected because of the significant work each has done in the area of paraeducators. In all five states, paraeducator initiatives began prior to…

This document provides a framework for better understanding of the knowledge and skills essential to a state level position within special education. It was developed with an eye on essential skills and knowledge for carrying out the general supervision/leadership requirements of the state education agency (SEA) specifically as it related to…

This resource manual is intended to assist North Dakota school districts in making decisions about the appropriate use of paraeducators in providing services to all students in the public schools, including those with disabilities. It is designed to delineate the state requirements for training to ensure that adequate support is provided to the…