Date of Award
6-1-1987
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Center for the Advancement of Education
Advisor
Dr. Joan Horn
Keywords
administrators, all ese programs, appendices, behavioral management, brief overview, class activities, class operation, class organization, classroom environment, classroom techniques, district level schools, elementary education, ese substitute teachers, ese terminology, exceptional children, exceptional person, exceptional student education, first aid activities, forms and reports, guide, guidebook, handbook development, individual needs, interviews, least restricted environment, mainstreamed placement, manuals, orientation materials, regular class placement, resource room programs, research data, role and responsibility, school effectiveness, secondary education, short and long-term assignments, special classes, special education, special schools, substitute teacher checklist, substitute teachers, survey questionnaires, task committee, traditional classroom
Abstract
This project assessed the need for a handbook for ESE substitute teachers by gathering input from school administrators, ESE teachers, regular education teachers, substitute teachers, and district personnel. Through initial questionnaires. interviews, and the author's personal experience, it was determined that many problems of similar nature had been frequently experienced by the above professionals. The pre-survey revealed that approximately 90% of the respondents believed that a handbook for ESE substitute teachers would make a valuable contribution to increased productivity and effectiveness with associated enhanced learning.
Through the data from surveys, interviews, research, discussions, with administrators at the district level in the schools, the author, with the help of task committee, develops an (ESE) Exceptional Student Education Substitute Teacher Handbook. The handbook includes the role and responsibility of ESE substitute teachers, ESE terminology, a brief overview of each exceptionality, class operation, behavioral management, first aid activities for short and long-term assignments, substitute teacher checklist, and forms and reports.
The same professionals as listed above reviewed the handbook, were surveyed at the end of this project period, and gave a 100% census that the handbook would be a viable tool in the better preparation of our substitute teachers who work within ESE students. Appendices include pre and post survey questionnaires and comments by those participating in the project.