A Multi-University Consortium Approach To Teacher Preparation University of Florida &

1. Severe Disabilities Licensure and Personnel Preparation in Florida:Contexts, Strategies, andContinuing Issues A Multi-University Consortium Approach To Teacher Preparation University of Florida & U.S. Office of Special Education Projects

2. CONTEXT: Teachers of Students with Severe Disabilities • 2003 – 98.6% of teachers serving students with severe disabilities had NEITHER an endorsement in severe disabilities or college courses on related research-based practices • 2003 – 48 teachers in the state with this endorsement • 2009 – 148 teachers in the state with this endorsement (9%of students with disabilities) • Comparison – 317 teachers in the state with the endorsement in ASD (4% of students with disabilities) University of Florida & U.S. Office of Special Education Projects

3. CONTEXT: Licensure • Initial Special Education Certifications • Endorsements • Autism Spectrum Disorders • Severe Disabilities • Severe Cognitive Impairments • Deaf-Blindness • Autism Spectrum Disorders • Pre-K Disabilities • Orientation & Mobility • Disability Categories • EMH, TMH, PMH  Intellectually Disabled University of Florida & U.S. Office of Special Education Projects

4. CONTEXT: Licensure • Initial Special Education Certifications • Endorsements • Autism Spectrum Disorders • Severe Disabilities • Severe Cognitive Impairments • Deaf-Blindness • Autism Spectrum Disorders • Pre-K Disabilities • Orientation & Mobility • Disability Categories • EMH, TMH, PMH  Intellectually Disabled HQT in Severe Disabilities by 2011…. suspended indefinitely University of Florida & U.S. Office of Special Education Projects

5. CONTEXT: Teacher Preparation • Shift from categorical to non-categorical • Emphasis on high incidence disabilities • Limited, if any, state supported teacher preparation program in severe disabilities University of Florida & U.S. Office of Special Education Projects

6. CONTEXT: Results of Licensure &Teacher Preparation Policies • General education teacher preparation • Awareness level information • No information about students with severe disabilities • Unified Early Childhood teacher preparation • One course related to students with severe disabilities • Expectation to be part of collaborative team • Initial certifications for special education teachers • No information about students with severe disabilities • No experiences with students with severe disabilities YET, they all serve students with severe disabilities. University of Florida & U.S. Office of Special Education Projects

7. University of Florida & U.S. Office of Special Education Projects

8. Creating a NetworkAcross Florida University of Florida & U.S. Office of Special Education Projects

9. Multi-University Consortium • A collaborative multi-university network for courses in severe disabilities with local SCH • Access to research-based content from experts in severe disabilities for graduate students / teachers at 5 participating universities across the state • Four 3-hour content courses in severe disabilities; field experience • Course content based on endorsement requirements, research-based practices, and CEC and NCATE standards • Delivered via • Interactive synchronous sessions using video-conferencing software • Web-based course management software to access course materials • A network of 3 faculty with severe disabilities expertise at 3 universities University of Florida & U.S. Office of Special Education Projects

10. Multi-University Consortium • Option of PDP collaboration (suspended with endorsement) • Option of district set of courses (suspended with endorsement) • Option of private university collaboration (suspended with endorsement) University of Florida & U.S. Office of Special Education Projects

11. Benefits and Outcomes • Access to course content for graduate students / teachers • Networking across universities, pooling of expertise • No cost to state; low cost from OSEP • And…. University of Florida & U.S. Office of Special Education Projects

12. Increased number of special education teachers with endorsement in severe disabilities Increased expertise in schools for collaborative teams Increased opportunities for access to general education curriculum and contexts Improved outcomes for students with severe disabilities University of Florida & U.S. Office of Special Education Projects

13. ISSUES: Recruitment • Apparently devalued set of students (State, Districts, Universities) • Students are served by special education teachers in-field (Percent of students with severe disabilities served by HQT in another area – e.g., high incidence) • Processes for reporting student data “hides” these students • Certification / endorsement policies University of Florida & U.S. Office of Special Education Projects

14. ISSUES: Logistics • Differing certification requirements across states (e.g., # of credit hours; content) • Differing mechanisms across universities (e.g., SCH; infrastructure support; technology support) • Limited focus on the needs of students with severe disabilities within state or federally funded projects • Confusion about meeting the needs of students with severe disabilities versus certifying / endorsing teachers in disability categories • Lack of funding for faculty release to teach, technology support per site University of Florida & U.S. Office of Special Education Projects

15. ISSUES: Content / Expertise • Existing research in severe disabilities is ignored in new initiatives and is being “forgotten” over time • New research in severe disabilities is not being conducted due to lack of funding and federal focus ---- not embedded within large initiatives • PBS • RTI • Centers • UCEDs • No nationally accepted indicators of research-based practices • Few new doctoral level experts being prepared University of Florida & U.S. Office of Special Education Projects

16. Contact Information Diane Ryndak, Ph.D. Principal Investigator (352) 273-4290 Email: dryndak@ufl.edu University of Florida & U.S. Office of Special Education Projects