Program report outlines a specialized training model for nontraditional special educators, highlighting strategies to integrate cultural relevance and field experience.
The need for qualified special educators with diverse cultural and ethnic backgrounds is being experienced nationwide. Minority institutions of higher education are defined by the U.S. Department of Education's Office of Special Education (OSEP) as having 25% or more racially/ethnically diverse students in its enrollment. These institutions can serve as an important source for recruiting and training teachers to meet the increasing demand for professionals in the field of special education. This article provides a specific example of one program, the Post Baccalaureate Program in Special Education (PBSE), which is based at the University of Hawaii at Manoa. Individuals recruited for this program represent an important segment of the potential pool of special education teacher candidates because they had relevant prior field experiences. Details are provided regarding the inception and implementation of this pilot program. Program features including strategies for aligning course and field requirements and the infusion of cultural and linguistic considerations of the school population are highlighted. Specific recommendations for future program development are included.
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Ornelles et al. (2001) studied this question.
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