Group Techniques to Facilitate Staff Development Pursuant to IDEA

in Adapted Physical Activity Quarterly
View More View Less
  • 1 Cleveland State University
Restricted access

Purchase Article

USD  $24.95

Student 1 year online subscription

USD  $66.00

1 year online subscription

USD  $88.00

Student 2 year online subscription

USD  $125.00

2 year online subscription

USD  $167.00

Staff development is essential for physical educators who teach students with disabilities in the regular program. In the past, in-service providers were primarily concerned with assessment procedures, curriculum content, and teaching methodology. These same professionals failed to acknowledge the importance of various issues and concerns (e.g., school district policies, procedures, and practices) when planning and conducting staff development. Content covered in this paper includes (a) issues and concerns that affect what teachers learn in staff development programs, (b) use of established group process techniques (Nominal Group Technique and Interpretive Structural Modeling) to identify issues and concerns that influence teachers’ abilities to comply with the Individuals with Disabilities Education Act (IDEA), and (c) differences between teachers’ and administrators’ perceptions concerning which issues and concerns are important.

E. Michael Loovis and Vincent Melograno are with the Department of HPERD, Cleveland State University, Euclid Ave. and 24th St., Cleveland, OH 44115.

All Time Past Year Past 30 Days
Abstract Views 1027 1017 39
Full Text Views 7 1 0
PDF Downloads 8 1 0