Assisting Newly Hired Special Education Teachers To Function More Effectively through Inservice Training and Mentoring on All Grade Levels.

Overview & Synopsis

This practicum was designed to assist 13 newly hired special education teachers to function more effectively. Data indicated that newly hired teachers, who were non-certified teachers, teachers who were certified but working out of their area of certification, and first year teachers, did not know how to work with children with special needs, write Individualized Education Programs (IEPs), complete referrals, hold IEP meetings with parents, or adhere to time-lines. Following inservice training, technical assistance, and the development of a special education teacher's guidebook, teachers were assigned mentors at each school site to help them become knowledgeable about their job duties. Analysis of the data revealed that the new special education teachers held IEP meetings within the timelines and turned the IEPs into the special education office in a timely manner. The teachers also individualized lessons according to the students' needs. (Contains 42 references.) (Author/CR)