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- Regular and Special Education Relationship (2)
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Articles 1 - 7 of 7
Full-Text Articles in Education
Feasibility Study Of Assessing The Supply And Demand For Educators In Maine, Amy F. Johnson, Lisa Morris
Feasibility Study Of Assessing The Supply And Demand For Educators In Maine, Amy F. Johnson, Lisa Morris
Maine Education Policy Research Institute
Like most states, Maine is facing staffing shortages. Recent Maine Education Policy Research Institute (MEPRI) studies have documented--both quantitatively and qualitatively--some of the challenges that schools face in filling teacher positions. In this report the authors focus on the supply of educators and assess the feasibility of using administrative data from the certification system to identify shortage areas. Specifically, they combine certification and staff data to quantify the number of certificate holders who are working in their endorsement area, working in education outside of their endorsement area, or not working in Maine's education sector (i.e. potentially available for hire) to …
Challenges With Teacher Retention And Staffing And Shortages In Maine School Districts, Janet C. Fairman, Tammy M. Mills, Patricia L. Lech
Challenges With Teacher Retention And Staffing And Shortages In Maine School Districts, Janet C. Fairman, Tammy M. Mills, Patricia L. Lech
Maine Education Policy Research Institute
No abstract provided.
Prek Special Education Inclusion Practices In Maine: An Exploratory Study Of Three Districts, Janet C. Fairman, Amy F. Johnson
Prek Special Education Inclusion Practices In Maine: An Exploratory Study Of Three Districts, Janet C. Fairman, Amy F. Johnson
Maine Education Policy Research Institute
The question of how to best meet the social and emotional needs of PreK students in Maine has been a legislative focus in recent years, including two attempts to convene legislative task forces to restructure the provision of special education services for children aged 3 to 5. This Maine Education Policy Research Institute (MEPRI) study sought to address the research gap on PreK special education inclusion. Specifically, this study sought to learn more about current practices and views regarding the inclusion of special education students in public PreK programs, what challenges schools and teachers face in serving these children, and …
Approaches To "Grow Your Own" And Dual General And Special Education Certification, Catherine Fallona, Amy F. Johnson
Approaches To "Grow Your Own" And Dual General And Special Education Certification, Catherine Fallona, Amy F. Johnson
Maine Education Policy Research Institute
The shortage of special education teachers is a persistent problem in Maine. In addition to the shortage of individuals prepared to work as special education teachers, there is also a need to support special education students in the general education classroom. The majority of students who are identified with disabilities spend most of their time in classrooms with general education teachers. Yet, general education teachers' preparation to work with the special education students in their classrooms is limited. In order to address the need for teachers who are prepared and qualified to work with students with disabilities, the Joint Standing …
Implementation Of Response To Intervention Programs In Maine, Amy F. Johnson, Benjamin Hutchins
Implementation Of Response To Intervention Programs In Maine, Amy F. Johnson, Benjamin Hutchins
Maine Education Policy Research Institute
As a response to the 2004 Individuals with Disabilities Education Act (IDEA) federal statute, Maine enacted a rule requiring all schools to provide additional support to students who are not on track for meeting state learning standards beginning in 2012. One intent of the requirement was to improve student achievement, and another was to reduce the number of children who are identified as having special educational needs and thus require an Individualized Education Plan. Recent policy discussions, including the 2018 report of the Task Force to Identify Special Education Cost Drivers and Innovative Approaches to Services, have raised the question …
Maine's Superintendents' Perceptions Of Proficiency-Based Education And Proficiency-Based Diploma Systems, Amy F. Johnson
Maine's Superintendents' Perceptions Of Proficiency-Based Education And Proficiency-Based Diploma Systems, Amy F. Johnson
Maine Education Policy Research Institute
No abstract provided.
Maine’S Superintendents’ Perceptions Of Proficiency-Based Education And Proficiency-Based Diploma Systems, Amy F. Johnson
Maine’S Superintendents’ Perceptions Of Proficiency-Based Education And Proficiency-Based Diploma Systems, Amy F. Johnson
Maine Education Policy Research Institute
Nationally, over the past few decades, standards-based school reform has taken root as a policy initiative and instructional model. This has advanced the use of learning standards and aligned assessments as a mechanism to bring consistency and clarity to public school curriculum and instruction, with the intention of raising student achievement. The adoption of the Maine Learning Results in 1997 marked Maine's entry into this new era of standards-based reform. For the past six years, school districts across the state of Maine had been in various stages of implementation of a 2012 law that required high schools to certify that …