Kapperman, Gaylen, 1943-
M.S. Ed. (Master of Education)
Department of Learning, Development, and Special Education
Teachers of handicapped children--Illinois; School supervision; Elementary--Illinois; Blind--Education--Illinois
Currently, there are no generally accepted standards for supervisors of low Incidence programs (l.e. visually disabled^ auditorally disabled, and orthopedically disabled) in special education. It was the purpose of this study to describe who is presently supervising teachers of visually disabled children in the state of Illinois, and to determine whether differences exist between generic supervision (supervisors with no background in educating visually disabled children) and specific supervision (supervisors who do have specific background in educating visually disabled children). Questionnaires were sent to all teachers of visually disabled children in the state of Illinois to determine the answers to the above questions. The results indicate that there are four groups of professionals presently supervising teachers of visually disabled children: special education directors, building principals, other special education supervisors, and specific vision supervisors. The results suggest that significant differences do exist between generic supervision and specific supervision. Differences were found in the following supervisory functions provision of professional assistance in 10 areas related to education as well as the relevance of inservice and how often supervisors visit the classroom. The findings of this study suggest that specific supervision may have more impact on teachers of visually disabled children than does generic supervision.
Pray, Victoria L., "A study of supervision of teachers of visually disabled children" (1982). Graduate Research Theses & Dissertations. 683.
Northern Illinois University
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