B.Sp.Ed. Review Survey

The Special Education degree program group is completing a comprehensive review of both the existing Bachelor of Special Education degree and the professional development needs / interests of teachers. This is a relatively routine process, with the last review being conducted in 2003. Since then, there have been a number of changes to the degree itself as well as the field of special education.

We are seeking your input on this review and are asking all educators who have been admitted to the Bachelor of Special Education program (whether you have completed it or not) to complete this short (5-10 minute) survey We want your opinion on your training and your interests in additional education, as well as your perspectives on the professional development of educators who are working in today's changing and contemporary classrooms.

This survey is completely anonymous and voluntary. It is not for publication or public release. It is designed to help ensure that today's educators are sufficiently trained and that continued educational opportunities meet your needs

Section 1: General Information

This section provides broad demographics that will help analyze the results by factors such as training, seniority, community, position, etc.

Education Completed: Please check ALL items that describe you.
Bachelor of Education - Primary / Elementary
Bachelor of Education - Intermediate / Secondary
Bachelor of Special Education (B.Sp.Ed.)
Master of Education (Curriculum)
Master of Education (Leadership)
Master of Education (Counselling)
other: (specify)

Education currently in Progress: Please check ALL items that describe you.
B.Sp.Ed.
M.Ed. (Curriculum)
M.Ed. (Leadership)
M.Ed. (Counselling)
Ph.D.
other: (specify)

Teaching Experience: Please check the item that best describes you.
Substituting
Five (5) years or less
Between 6-10 years
Between 11-20 years
More than 20 years

Current Position: Please Check all items that describe you.
Substitute
Special Education/Instructional Resource Teacher
Classroom Teacher
Guidance Counsellor
Administrator
other: (specify)

Current Teaching Level: Please Check all items that describe you.
Primary
Elementary
Intermediate
High School
District office
other: (specify)

Current Community in which You Work: Please check the item that best describes you.
NLESD Eastern Avalon Region
NLESD Central Region
NLESD Western Region
NLESD Labrador Region
CSFPNL
Community of more than 5000 people
Community between 2000 - 5000 people
other: (specify)

Future Educational Goals: Choose ALL items that apply.
M.Ed. (Curriculum)
M.Ed. (Curriculum - Special Education)
M.Ed. (Leadership)
M.Ed. (Counselling)
Ph.D
other: (specify)

Immediate Career Plans: Please check the item that best describes you.
Continue in my current position
Transfer to regular classroom
Move to school administration
Move to the district level
Leave teaching
other: (specify)

Gender: Choose the item that best describes you.
Male
Female
Other

If you have the B.Sp.Ed. degree how long did it take you to complete it?

If you have completed a B.Sp.Ed. degree please identify factors which influenced the length of time it took you to complete the degree.

Did you complete (or are in the process of completing) MUN's B.Sp.Ed.? Note: if your answer is "no" then please skip to Section 3 of this survey.
Yes
No (skip to Section 3)

Section 2: Course Review

In reflecting on your career and the demands placed upon you as a professional please review the courses that are on the current B.Sp.Ed. program, noting first whether you have completed this course or not.

Please rate each course as follows on a scale of 1 to 4, where:

= Very Relevant Course
= Somewhat Relevant Course
= Somewhat Irrelevant Course
= Very Irrelevant Course

If you are unfamiliar with the course choose 5 (Not Applicable)

ED 3040 The Assessment and Development of Children's Language Abilities
1. Very Relevant   2. Somewhat Relevant   3. Somewhat Irrelevant   4. Very Irrelevant   5. N/A

ED 3600 Academic and Behavioral Assessment
1. Very Relevant   2. Somewhat Relevant   3. Somewhat Irrelevant   4. Very Irrelevant   5. N/A

ED 3610 Nature and Characteristics of Intellectual Disabilities
1. Very Relevant   2. Somewhat Relevant   3. Somewhat Irrelevant   4. Very Irrelevant   5. N/A

ED 3620 Nature and Characteristics of Emotional / Behavioral Disorders
1. Very Relevant   2. Somewhat Relevant   3. Somewhat Irrelevant   4. Very Irrelevant   5. N/A

ED 3630 Nature and Characteristics of Learning Disabilities
1. Very Relevant   2. Somewhat Relevant   3. Somewhat Irrelevant   4. Very Irrelevant   5. N/A

ED 3640 Current Issues in Special Education
1. Very Relevant   2. Somewhat Relevant   3. Somewhat Irrelevant   4. Very Irrelevant   5. N/A

ED 3650 Practicum in Special Education
1. Very Relevant   2. Somewhat Relevant   3. Somewhat Irrelevant   4. Very Irrelevant   5. N/A

ED 3660 A Study of the Gifted Child
1. Very Relevant   2. Somewhat Relevant   3. Somewhat Irrelevant   4. Very Irrelevant   5. N/A

ED 3680 Inclusive Practices for Students with Autism Spectrum Disorder
1. Very Relevant   2. Somewhat Relevant   3. Somewhat Irrelevant   4. Very Irrelevant   5. N/A

ED 3690 Collaborative Practice
1. Very Relevant   2. Somewhat Relevant   3. Somewhat Irrelevant   4. Very Irrelevant   5. N/A

ED 3941 Diagnosing and Directing Learning in Primary and Elementary Mathematics
1. Very Relevant   2. Somewhat Relevant   3. Somewhat Irrelevant   4. Very Irrelevant   5. N/A

ED 4505 Transition Planning for Adolescents with Intellectual Disabilities
1. Very Relevant   2. Somewhat Relevant   3. Somewhat Irrelevant   4. Very Irrelevant   5. N/A

ED 4510 Inclusive Practices for Students with Mild Intellectual Disabilities
1. Very Relevant   2. Somewhat Relevant   3. Somewhat Irrelevant   4. Very Irrelevant   5. N/A

ED 4515 Inclusive Practices for Students with Moderate Intellectual Disabilities
1. Very Relevant   2. Somewhat Relevant   3. Somewhat Irrelevant   4. Very Irrelevant   5. N/A

ED 4520 Inclusive Practices for Students with Behavioural Challenges
1. Very Relevant   2. Somewhat Relevant   3. Somewhat Irrelevant   4. Very Irrelevant   5. N/A

ED 4530 Inclusive Practices for Students with Learning Disabilities
1. Very Relevant   2. Somewhat Relevant   3. Somewhat Irrelevant   4. Very Irrelevant   5. N/A

ED 4540 Inclusive Practices for Students with Speech / Language Disorders
1. Very Relevant   2. Somewhat Relevant   3. Somewhat Irrelevant   4. Very Irrelevant   5. N/A

ED 4541 Communication for the Deaf
1. Very Relevant   2. Somewhat Relevant   3. Somewhat Irrelevant   4. Very Irrelevant   5. N/A

ED 4543 Inclusive Practices for Students with Hearing Loss
1. Very Relevant   2. Somewhat Relevant   3. Somewhat Irrelevant   4. Very Irrelevant   5. N/A

Do you have reflections on the B.Sp.Ed. degree program that might inform our review? Please share.

If you could make changes to the program what would they be?

Section 3: Continuing Educational Needs

This portion of the survey refers to the potential availability of extra courses / programs or master's degree opportunities in various topics which are common in this field.

For each topic, please check ALL of the items and modes of delivery that interest you.

Assistive / Instructional Technology
Professional development (Independent of MUN)
Extra online courses
Extra on-campus courses
Certificate in it (group of courses on the topic should one become available)
Summer institutes
M.Ed. (Special Ed.) with a focus in it (should one become available)

Autism Spectrum Disorder
Professional development (Independent of MUN)
Extra online courses
Extra on-campus courses
Certificate in it (group of courses on the topic should one become available)
Summer institutes
M.Ed. (Special Ed.) with a focus in it (should one become available)

Behaviour Management
Professional development (Independent of MUN)
Extra online courses
Extra on-campus courses
Certificate in it (group of courses on the topic should one become available)
Summer institutes
M.Ed. (Special Ed.) with a focus in it (should one become available)

Classroom Management
Professional development (Independent of MUN)
Extra online courses
Extra on-campus courses
Certificate in it (group of courses on the topic should one become available)
Summer institutes
M.Ed. (Special Ed.) with a focus in it (should one become available)

Communication Disorders
Professional development (Independent of MUN)
Extra online courses
Extra on-campus courses
Certificate in it (group of courses on the topic should one become available)
Summer institutes
M.Ed. (Special Ed.) with a focus in it (should one become available)

Intellectual Disabilities
Professional development (Independent of MUN)
Extra online courses
Extra on-campus courses
Certificate in it (group of courses on the topic should one become available)
Summer institutes
M.Ed. (Special Ed.) with a focus in it (should one become available)

Learning Disabilities
Professional development (Independent of MUN)
Extra online courses
Extra on-campus courses
Certificate in it (group of courses on the topic should one become available)
Summer institutes
M.Ed. (Special Ed.) with a focus in it (should one become available)

Mental Health
Professional development (Independent of MUN)
Extra online courses
Extra on-campus courses
Certificate in it (group of courses on the topic should one become available)
Summer institutes
M.Ed. (Special Ed.) with a focus in it (should one become available)

Self Regulation
Professional development (Independent of MUN)
Extra online courses
Extra on-campus courses
Certificate in it (group of courses on the topic should one become available)
Summer institutes
M.Ed. (Special Ed.) with a focus in it (should one become available)

Interdisciplinary Practice
Professional development (Independent of MUN)
Extra online courses
Extra on-campus courses
Certificate in it (group of courses on the topic should one become available)
Summer institutes
M.Ed. (Special Ed.) with a focus in it (should one become available)

Universal Design for Learning
Professional development (Independent of MUN)
Extra online courses
Extra on-campus courses
Certificate in it (group of courses on the topic should one become available)
Summer institutes
M.Ed. (Special Ed.) with a focus in it (should one become available)

Reading / Writing
Professional development (Independent of MUN)
Extra online courses
Extra on-campus courses
Certificate in it (group of courses on the topic should one become available)
Summer institutes
M.Ed. (Special Ed.) with a focus in it (should one become available)

Math
Professional development (Independent of MUN)
Extra online courses
Extra on-campus courses
Certificate in it (group of courses on the topic should one become available)
Summer institutes
M.Ed. (Special Ed.) with a focus in it (should one become available)

Other (please specify the topic in the "other" field at the end of this item)
Professional development (Independent of MUN)
Extra online courses
Extra on-campus courses
Certificate in it (group of courses on the topic should one become available)
Summer institutes
M.Ed. (Special Ed.) with a focus in it (should one become available)
other: (specify topic)

If you were considering pursuing a master's degree which route would interest you the most?
Thesis
All Course
Exit Paper
Exit Project
Internship
Not applicable - I am not interested in pursuing a master's Degree

If you have indicated an interest in pursuing a M.Ed. please explain why you have selected the route you have.

What factors might support you in pursuing your professional development needs.

Section 4: Broad Perspectives on Professional Training

This is a broad area of inquiry into perspectives on the professional training of educators in the area of learner diversity - both your own training as well as that of those with whom you collaborate.

For each item that follows, rank your opinion toward it on a scale of 1 (Strongly Agree) to 4 (Strongly Disagree).

Classroom teachers have sufficient preparation in special education.
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

School Counsellors have sufficient preparation in special education.
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

School Administrators have sufficient preparation in special education.
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

IRT / Special Ed. teachers have sufficient preparation / training.
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

My training so far has been academically rigorous.
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

I would avail of extra courses even though there is no financial incentive.
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

I would attend summer institutes even though there is no financial incentive.
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

I would pursue completing certificates even if there is no financial incentive.
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

Salary increase (step 6 or 7) is a critical factor in considering additional training.
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

Improving employment prospects is a critical factor in considering additional training.
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

I am interested in blended courses (part-time web and limited time on campus).
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

On-line courses are an effective way of delivering BSp.Ed. courses.
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

On-line courses allowed me to finish the BSp.Ed. degree in less time.
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

My learning experience can be enhanced by more on-campus courses.
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

The BSp.Ed. degree enhanced my professional skill set.
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

I feel confident in my professional skill set.
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

The current BSp.Ed. has enough courses (12 courses).
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

BSp.Ed. courses should be accessible to educators who are not taking the Sp.Ed. degree.
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

BSp.Ed. courses should be available as professional development for other educators.
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

Educators are interested in pursuing professional development throughout their career.
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

Educators need more training on play based learning.
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

Educators need more training on early childhood development.
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

Educators need more training on multi-age and combined classrooms.
1: Strongly Agree   2: Agree   3: Disagree   4: Strongly Disagree

Do you have any comments on these items? If so please elaborate in the space below.

Section 5: Final Thoughts

Are there areas of practice where you feel additional training / courses are needed?

Are there other suggestions or thoughts that you wish to share on the B.Sp.Ed. program?

Are there other suggestions or thoughts that you wish to share on your professional development needs?

Are there other suggestions or thoughts that you wish to share on the professional development needs of educators in general?